Is This a School You Would Want to Attend?
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Transcript of Is This a School You Would Want to Attend?
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Is This a School YouWould Want to Attend?
Infusing Resiliency into
Bilingual Coordinators Network November 19, 2009
Dan SackheimEducational Options Office
California Department of Education
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Every student needsand deserves…
… an educational placement that is, at least, adequately
matched to their learning and developmental abilities,
needs and styles.
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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
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Educational Options for All Students
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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.
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Is this a school you would want to attend?
…and that wants you to attend?
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Keep kids in?
Or push them out?EXIT
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Dr. Martin Luther King Jr. said:• “Injustice anywhere is a threat to justice
everywhere.”
• “Our nettlesome task is to discover how to organize our strength into compelling power.
• “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…”
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Resiliency
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Who Drops Out?Risk Factors for Dropping Out
• Socioeconomic status
• Ethnicity
• Repetition of a grade
• Student mobility
• Family situation
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Who Drops Out?
What Are the Kids Saying?
• Disengagement
No one cares
Uninteresting, irrelevant classes
No real-world connection
Boredom
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Findings of Resilience Research
Risk ≠ Outcome
Behavior ≠ Capacity
Personal Strengths = Success
Environmental Supports & Opportunities = Life Success
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Resiliency:– External Assets
– Internal Assets
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Three Protective Factors:• Caring
• High Expectations
• Opportunities to meaningfully participate and contribute
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The Youth Development Process: Resiliency In Action
Internal Assets
External Assets
•Caring Relationships
•High Expectations
•Meaningful Participation
School
Home
Community
Peers
•Cooperation
•Empathy
•Problem-solving
•Self-efficacy
•Self-awareness
•Goals and aspirations
Youth Needs
•Safety
•Love
•Belonging
•Respect
•Mastery
•Challenge
•Power
•Meaning
Improved health, social, and academic outcomes
The RYDM Theoretical FrameworkCALIFORNIA healthy kidsSURVEY
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Protective Factors = CriticalDevelopmental Supports &
Opportunities
“Being there”Loving support
Showing interest inGetting to know
CompassionListeningPatience
Basic trust/safety
CARING RELATIONSHIPS
Safe placesInclusion
Responsibility/voice & choiceChild-initiated/youth-driven
Experiential skill developmentContributionPeer support
MEANINGFULPARTICIPATION
Belief in youth resilienceRespect
Challenge & supportFirm guidance
Structure/ritualsStrengths-focused
Teaches personal resilienceReframing
HIGH EXPECTATION
S
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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
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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
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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
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http://www.search-institute.org/assets/
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BEEP!BEEP!
It’s just a
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Listen ThroughTheir Ears!
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Vocabulary Lesson:
Youths
Former Youths(Adults)
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Educational Options support
At-Risk / At-Promise Youth
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How flexible is your
cookie cutter?
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How sharpsharp is your
cookie cutter?
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The definition of
was written by those who fit that definition.
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Learning Styles–Auditory
–Visual
–Kinesthetic
–Experiential
–Use Technology
–Artistic
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“I don’t get it”
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“Please explain/show that to me a different
way”
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Asset Development Based–Academic Development
–Social Development
–Emotional Development
We are comprehensive education!
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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.
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There is Only One School System
vv
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Referral and Transition
• Pre-exit
• Hand-off
• Post-exit support
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Referral and Transition
• Asset-based
• Challenges vs deficits
• Need to learn and unlearn
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Learning and
UnlearningUnlearning
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Student’s Asset Profile
Academic Social EmotionalAss
et D
evel
op
men
t
Unlearning Needed
Before Intervention
Now
(Neg
ativ
e)
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Rules
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Rules
or
/ExpectationsOpportunities to participate and
contribute
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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...
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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.
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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
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Two Definitions:
• Must punish/expel
• Must intervene
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Administrator Recommendation of Expulsion Matrix
• Must Recommend Expulsion(Mandatory)
• Shall Recommend Expulsion Unless Particular 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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Character-based Curriculum
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Dad’s Question:
What have you done today to make the world better for
someone who isn’t you?
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Parents have infiltrated all levels of society.
There might even be some here now!
Parents
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Parent Night
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Adults who care about me
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Community Partnerships
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School-to-Career
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www.californiacareers.info
California Career Resource Network (CalCRN)
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California CareerZoneAssess Yourself --- Three
Types:• Quick Assessment (5 minutes)• Interest Profiler (30 minutes)• Work Importance Profiler (30
minutes)Explore Industry Sectors (Both
O*Net and CTE)900 Occupations (Approximately
300 with videos):Additional ResourcesSearch Occupations
Occupation Details• Job Definition• Interests• Tasks • Skills• Knowledge• Education• School Classes• Wages (California data)• Outlook (California data)• Similar Jobs• Job Openings (California data)
www.cacareerzone.org
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Reality CheckThree exploration Options
Build a Budget in one of 22 California Cities, then
• Choose an Education Level• Choose an Occupational
Category
Begin with a “Future Salary” then go directly to Education Level/Occupational Category page
Begin “Occupation Direct” then count down through the budget categories
Build a Budget Monthly Budget• Housing• Utilities• Food• Transportation• Clothes• Health Care• Entertainment• Personal• Misc• Savings• Taxes (25% of Annual
Expenses, no choice)
www.californiarealitycheck.com
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California Career Planning Guide• Contents• Introduction to the career Planning Process• Learn About Yourself• Investigate the World of Work• Synthesize What You Have Learned• Test the Waters• Wrap It Up – Create a Career Action Plan
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The Real Game CaliforniaTM
• TRGC is the latest addition to the internationally popular The Real Game SeriesTM being used in over 50,000 classrooms in ten countries.
• Students experience California adult life/work roles to learn career self-management competencies.
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California Department of Education
California Direct Connect--Links to Your Future
A place to create your life and match it with your goals and aspirations
• Finding a job
• Exploring career opportunities
• Educational opportunities
• Overcoming barriers to work
http://www.cde.ca.gov/re/dc/
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School is Workforce Preparation
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Youth Development & Student Achievement
STAR test scores increased more in schools where students reported high
levels of Caring Relationships at school, High Expectations at school, & Meaningful Participation in the community.
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Subscribe to the
Community Day School E-mail Listhttp://www.cde.ca.gov/sp/eo/cd/cdsmail.asp
To Subscribe:
E-mail Address:
Name:
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Passive
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How wonderful it is that nobody need wait
a single momentbefore starting to
improve the world.- Anne Frank
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The Greatest!
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Bonus SlidesProbably no time during
this presentation, but useful extensions …
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Funding Cost-Benefits and Sources
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Cost-Benefit Analysis
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There are a number of additional fiscal benefits to operating a
community day school that are often overlooked.
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Money saved is real and significant money earned.
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Average Daily Attendance (a.d.a.)
x Base Revenue Funding Level ( )
Earned Revenue ( )
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Average Daily Enrollment
─ Average Daily Attendance (a.d.a.)
Average Daily Absences (also a.d.a.)
Average Daily Absences (also a.d.a.)
x Base Revenue Funding Level ( )
Lost Revenue (lack of )
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Attendance Cost-Benefit Chart
0
10
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30
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Student's Educational Career
Att
end
ance
Rat
e / R
even
ue
Fro
m S
tud
ent's
Att
end
ance
AttendancewithIntervention
Extrapolationof PriorAttendance
Transition to Next PlacementPrior Attendance Rate
Difference =
Intervention Placement
“Found Funds”
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Cu
rren
t Y
ear
Dis
tric
t R
even
ues
Res
ult
ing
fro
m t
he
Inte
rven
tio
n S
cho
ol
Intervention School Base Revenue and Supplemental Funding
Increased Attendance in Traditional Schools This Year of All Students Who Were Previously Enrolled in the Intervention
School this Year or in Prior Years(Compared to Extrapolation of the Students’ Attendance Rates
Before They Enrolled in the Intervention School)
Increased Attendance of Other Students in Traditional Schools After Disruptive Students were Sent to the Intervention School
Savings from Decreased Need for Substitute Teachers in Traditional Schools
After Disruptive Students were Sent to the Intervention School
Savings from Fewer and Less Extensive Disciplinary Procedures
Savings from Reduced Vandalism
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Example of Use by Intervention School of “Found Funds” to Increase Attendance (and Create More “Found Funds”)
Additional Counseling
Child Welfare and
Attendance
Probation
Professional Development
Curricular Materials
Field Trips
Costs for Student in Next
Placement
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Example Intervention School’s Use of “Found Funds” to Increase Attendance (and Create More “Found Funds”)
Additional Counseling
Additional Counseling
Child Welfare and Attendance
Child Welfare and Attendance
Professional Development
Professional Development
Curricular Materials
Curricular Materials
Field Trips
Field Trips
Costs for Student in Next Placement
Costs for Student in Next Placement
Probation
Probation
0
1601 2
Incr
ease
d L
evel
of
Ser
vice
s
More Increased
Attendance
Expanding Support Services and Efforts Increases Attendance, Creating Additional Revenues to Pay to Further Expand Attendance
More Revenue
This Year
Next Year
Su
pp
ort
Pro
gra
ms
and
S
ervi
ces
Increased Engagement
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• Students who receive needed counseling and support services to support social-emotional development attend more.
• Students attend more when they are in classes with sufficiently low student-teacher ratios so that the teacher can clearly see and respond to the strengths, learning style and needs of each student.
• When enrollment is too high, absentee rates (no revenue) increase, not attendance (revenue generating).
Additional Learning and Cost Benefits
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1. Increased base revenue funding reflecting the increased attendance rate of students in a CDS, above their attendance rate in their prior placement.
2. Continuing higher attendance rates (short and long term) of these students in placements after leaving the CDS, compared to expected attendance (or dropouts) if they had not had this intervention.
Additional Fiscal Benefits
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3. Lower absentee rate (and lost base funding) of other students in traditional schools when disruptive students are transferred to the CDS. Students attend less when there are often disruptions in the classroom. Also, students who are truant often recruit friends to join them.
4. Increased attendance rate of other students when former CDS students return to traditional schools and serve as positive role models for other disruptive students.
Additional Fiscal Benefits
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5. Lower absentee rate of teachers in traditional schools (and cost of substitute teachers) when disruptive students are transferred to the CDS.
6. Fewer and less extensive disciplinary procedures.
7. Reduced vandalism and costs of repairs.
8. It costs $70-80,000 annually to incarcerate a youth.
Additional Fiscal Benefits
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How wonderful it is that nobody need wait
a single momentbefore starting to
improve the world.- Anne Frank
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The Greatest!