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Promoting Student Success A Framework for the Improvement of Educational Services at the

Promoting Student Success A Framework for the Improvement of Educational Services at the Department of Children & Families Stephen Tracy Superintendent of Schools USD#2 January 31, 2013. Education Deserves a Central Place in the Work of DCF.

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Promoting Student Success A Framework for the Improvement of Educational Services at the

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  1. Promoting Student Success A Framework for the Improvement of Educational Services at the Department of Children & Families Stephen Tracy Superintendent of Schools USD#2 January 31, 2013

  2. Education Deserves a CentralPlace in the Work of DCF

  3. Education Deserves a CentralPlace in the Work of DCF For our Children: Promoting learning and personal opportunity for the children we serve.

  4. Education Deserves a CentralPlace in the Work of DCF For our Children: Promoting learning and personal opportunity for the children we serve. For our Families: Promoting permanency by enhancing the family experience.

  5. Education Deserves a CentralPlace in the Work of DCF For our Children: Promoting learning and personal opportunity for the children we serve. For our Families: Promoting permanency by enhancing the family experience. For our State: Promoting competitiveness by closing the achievement gap.

  6. Mission Department of Children & Families All children and youth served by the Department will grow up healthy, safe and learning, and will experience success in and out of school. The Department will advance the special talents of the children it serves and will make opportunities for them to give back to the community.

  7. Mission Department of Children & Families All children and youth served by the Department will grow up healthy, safe and learning, and will experience success in and out of school. The Department will advance the special talents of the children it serves and will make opportunities for them to give back to the community.

  8. Mission Unified School District #2 (Proposed for Discussion) To promote learning, school success and personal fulfillment for children and young adults whose life experiences have included personal trauma, family disruption or involvement with the juvenile justice system.

  9. Education Priorities In Early Childhood Education In USD#2 Schools In Local School Districts In Private Placement For Out of School Youth

  10. Overarching Concerns • Data to inform decision making • A sound psychology of learning

  11. Education Data System Goal: A data system that provides social workers, regional education staff and department leadership with comprehensive information regarding the educational status of every child under our care.

  12. A Psychology of Personal Empowerment and Learning

  13. Stimulus-Response L

  14. External Control Psychology • We have the power to compel others to do what we want them to do. • It is our duty to compel others to “do the right thing” through the application of rewards and punishments.

  15. Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom. -- Victor Frankl

  16. If you’re working with disadvantaged children, your job is….

  17. If you’re working with disadvantaged children, your job is…. ….. easier.

  18. “Stimuli, in the sense that they can consistently control a human being to make a specific choice, do not exist.” -- William Glasser

  19. Choice Theory Axioms

  20. Choice Theory Axioms All behavior is chosen. All we can give to another person is information.

  21. Choice Theory Axioms All behavior is chosen. All we can give to another person is information. The only person whose behavior we can control is our own.

  22. Choice Theory Axioms All behavior is chosen. All we can give to another person is information. The only person whose behavior we can control is our own. All long-lasting psychological problems are relationship problems.

  23. Choice Theory Axioms All behavior is chosen. All we can give to another person is information. The only person whose behavior we can control is our own. All long-lasting psychological problems are relationship problems. The problem relationship is always part of our present life.

  24. Choice Theory Axioms • Revisiting the painful past contributes little to what we need to do now.

  25. Choice Theory Axioms • Revisiting the painful past contributes little to what we need to do now. • All human behavior is driven by five basic needs:

  26. Choice Theory Axioms • Revisiting the painful past contributes little to what we need to do now. • All human behavior is driven by five basic needs: • Safety & Survival

  27. Choice Theory Axioms • Revisiting the painful past contributes little to what we need to do now. • All human behavior is driven by five basic needs: • Safety & Survival • Love & Belonging

  28. Choice Theory Axioms • Revisiting the painful past contributes little to what we need to do now. • All human behavior is driven by five basic needs: • Safety & Survival • Love & Belonging • Power

  29. Choice Theory Axioms • Revisiting the painful past contributes little to what we need to do now. • All human behavior is driven by five basic needs: • Safety & Survival • Love & Belonging • Power • Freedom

  30. Choice Theory Axioms • Revisiting the painful past contributes little to what we need to do now. • All human behavior is driven by five basic needs: • Safety & Survival • Love & Belonging • Power • Freedom • Fun

  31. Counseling with Choice Theory • What do you want? • What are you doing to get what you want? • How well is it working? • Are you ready to plan to do better?

  32. Education Priorities 1. Early Childhood Goals: • Every eligible DCF child eligible is receiving Birth to Three services. • Every DCF child ages 3 to 5 is engaged in a quality pre-school experience.

  33. Education Priorities 1. Early Childhood Strategies: • Define “quality” in early childhood programming in consultation with the Early Childhood Cabinet. • Determine number of eligible DCF children currently enrolled in “quality early childhood programs”.

  34. Education Priorities 1. Early Childhood Strategies: • Collaborate with Early Childhood Cabinet and Governor’s Office of Early Childhood Policy to promote expansion of quality early childhood programs.

  35. Education Priorities 1. Early Childhood Strategies: • Support parents and social workers in enrollment of all eligible children in quality Birth-to- Three and Early Education programs. • Measure, track and report results.

  36. Education Priorities 2. USD#2 Schools Goal: Every child we serve leaves us with: • A firm belief in her/himself as a powerful, self-directed learner; • Evidence of solid progress in literacy and numeracy, along with a plan for continued growth following departure; • A plan for personal success through and beyond high school, including post secondary education and career direction; • Measured achievement toward Common Core Standards.

  37. Education Priorities 3. Local School Districts Goals: • Develop and maintain positive working relationships with key school district personnel. • Advocate for our children for access, quality educational services and fair treatment. • Promote school success by providing direct service to our children and their parents.

  38. Education Priorities 4. Private Placement Goal: To improve learning outcomes for children and youth under the care of DCF who reside in private placements.

  39. Education Priorities 5. Out of School Youth Goal: To bring young people in DCF care who have left school without a diploma and have yet to attain 21 years of age back into a process leading to a high school degree.

  40. Promoting Student Success A Framework for the Improvement of Educational Services at the Department of Children & Families

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