“A Culture of Resiliency” How To Foster Healthy Children and Extraordinary Academic Results

1. “A Culture of Resiliency” How To Foster Healthy Children and Extraordinary Academic Results October 16, 2010 Louisiana Charter School Conference Q3 Q4 Q1 Q2 Presented by Dr. Kevin W. Riley Mueller Charter School Chula Vista, California

2. I Introduction • Welcome • The Goal • About MCS • Cristina’s Story

3. This will be a great discussion if…

4. You come away with an understanding of how RESILIENCY… • Contributes to a more healthy school culture • Protects students from risk factors • Leads to powerful teaching • Engenders extraordinary academic results

5. About Mueller Charter School: • K-8 Charter serving 1000 students • In our 17th Year as a Charter • One of 6 in the Chula Vista ESD • Fiscally Independent • 7 miles from Tijuana…

6. About Our Students: • 90% Latino • 70% Free and reduced lunch • 60% English language learners • 52% Proficient… • 100% WANT to succeed…

7. …Especially one named Cristina

8. II Overview • What is Resiliency? • Rising Above Risk • The Research

9. Resiliency… is the ability to bounce back from adversity!

10. What Adversity? 7 “Out-of-school factors” that profoundly influence academic success : • Lack of Prenatal Care • Poor Health Care • Food Insecurity • Environmental Pollutants • Family Stress • Neighborhood Characteristics; and • Lack of Extended Learning Opportunities, (such as preschool or summer programs) The Education Public Interest Center at The University of Colorado at Boulder, and the ASU Education Policy Research Unit, March 2009

11. The Research: “From Risk Factors to Protective Factors” • Caring and Support • High Expectations, and • Opportunities for Meaningful Participation. --Bonnie Benard

12. Transformative Change! Our focus on Resiliency has lead to: • Positive School Culture: Attitudes that lead to empowerment, expectation, self efficacy • Student Support Systems that enable us to identify, prioritize, address and monitor children’s needs: academic, social, medical, emotional, familial • Powerful Teaching that engenders High Levels of Academic Achievement

13. III Resiliency: A Culture of Possibility

14. Organizational Efficacy: Regardless of what happens away from school… • “Our children will change the world” • 90% of our Students will be Proficient • No Excuses! • Success in Inevitable

15. We Are “El Milagro”! We have to use • Our Charter • Our Autonomy • Our Ingenuity To mitigate against factors that jeopardize our results

16. IV The Resiliency Quadrant System • Discovery • Early Identification • Mid-Flight Adjustments • Transitions

17. Four Phases of the Quadrant System: • Discovery (July) • Early Intervention (Sept) • Mid-Flight Adjustments (Feb) • Transitions (May) Overall Process:

18. JULY PHASE I: Discovery OBJECTIVE: Get to know each student, develop relationships- a medical model

19. Process ofDiscovery: • Gather information from August Academy, • Conduct Home visits - (Parent Compact) • Review CST Results (summative data) • Conduct MAPS/OARS/CELDT (formative data) • Observation and Document Review • Collaborate with colleagues & former teachers • Organize all data in Blue Binders • Prep for “Resiliency Monitoring”

20. September PHASE II: Early Identification OBJECTIVE: To enlist and align student support team, identify risk factors, differentiate and design interventions, and trigger services based on needs.

21. Processof Early Identification • Prep for the Resiliency Monitoring Meeting • Review the Quadrant Model • The Quadrant Worksheet • Bring Q1’s/Q2’s/ICU’s to the Student Support Staff • Collaborate on the Risk Inventory • Identify classroom-based interventions • Create programs to address trending needs • Identify potential candidates for retention, spec ed • Referrals for health, vision, insurance, counseling, etc • Create Individualized Support Plan

22. THE FOUR QUADRANTS Approaching GradeLevel and Expected to get there At or AboveGrade Level Q3 Q4 ICU IEP’s and Students with Lavender Folders Below Grade Level due to Identifiable Risk Factors Q1 Q2 ICU: Students are experiencing high risk and life-altering conditions

27. FEBRUARY PHASE III: Mid-Year Monitoring OBJECTIVE; To review Individual Support Plans and risk inventories, assess progress, engage parents, make strategic mid-flight adjustments.

28. Process of Mid-Year Monitoring • Bring back Q1’s/Q2’s/ICU’s to Support Team • Update the Risk Inventory • Identify what works… and new interventions • Monitor potential candidates for Retention Plus* • Update Individualized Support Plan • Initiate assessment process for SpecEd

29. MAY PHASE IV: “Transitions” OBJECTIVE: To review Individual Support Plans and make appropriate placements for next year-- promotion/retention.

30. Process of “Transitions” Phase • Meet with Student Support Team • Recommend classroom placement for coming year • Identify/recommend summer programs • Consider Retention/Promotion • Review progress with parents

31. V How RQS Influences Powerful Teaching

32. Differentiation POWERFUL TEACHING STUDENT ENGAGEMENT Q3 Q4 ICU INDIVIDUAL EDUCATION PLAN INTENSIVE INTERVENTIONS “RTI” Q1 Q2

33. Powerful Teaching: • Differentiated Instruction • Depth and Complexity • Opportunities to Extend Learning • Critical and Creative thinking • Original works • Multiple Intelligences • Home School Partnership • Independent Learners • Technology

35. Differentiation POWERFUL TEACHING STUDENT ENGAGEMENT Q3 Q4 ICU INDIVIDUAL EDUCATION PLAN INTENSIVE INTERVENTIONS “RTI” Q1 Q2

36. Student Engagement: • Rich, meaningful curriculum • 21st Century Skills • Clear Learning objectives • Dashboards • Quality Feedback • Opportunities to Improve • Interventions and Support • A Wide repertoire of Instructional Strategies • Formative Assessments/Multiple Measures

37. Differentiation POWERFUL TEACHING STUDENT ENGAGEMENT Q3 Q4 ICU INDIVIDUAL EDUCATION PLAN INTENSIVE INTERVENTIONS “RTI” Q1 Q2

38. Interventions (RTI): • Instructional modifications • Counseling Services • Vision and Hearing • Parent Training • Critical Hours • Delayed Promotion: “Promotion Plus”

39. Differentiation POWERFUL TEACHING STUDENT ENGAGEMENT Q3 Q4 ICU INDIVIDUAL EDUCATION PLAN INTENSIVE INTERVENTIONS “RTI” Q1 Q2

40. Special Education: A Network of Support • Not an Abdication of responsibility • Improved Communication • Intensive Partnering • Consistent Interventions • Close Monitoring • In the Classroom • Results

41. VI The Results • API/AYP • Other measures • Kids moving out of Q2

42. MUELLER CHARTER SCHOOL 11-Year API Growth To 2009-10

43. Multiple Indicators of Success: • Never missed an AYP Target Goal • Decline in school suspensions • 98% participation in parent conferences & home visits • #1 in Critical Attendance • Mobility Rate less than 19% • 43 students moved up to the next Quadrant • 37 referrals to Beacon Family Resource Center • 180 counseling referrals • 20+ referral to Lion’s Club for glasses • Staff satisfaction: low turnover • Parent Support

44. 2009 Title I Academic Achievement Award School 2009-10 California Golden Bell (CSBA) 2009-10 CBEE Honor Roll

45. Follow us at www.muellerschool.org

46. “The world breaks everyone and afterward many are stronger at the broken places.” —Ernest Hemmingway, “Farewell to Arms”