is this a school you would want to attend?

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

Every student needsand deserves…

… an educational placement that is, at least, adequately

matched to their learning and developmental abilities,

needs and styles.

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

Educational Options for All Students

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.

Is this a school you would want to attend?

…and that wants you to attend?

Keep kids in?

Or push them out?EXIT

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…”

Resiliency

Who Drops Out?Risk Factors for Dropping Out

• Socioeconomic status

• Ethnicity

• Repetition of a grade

• Student mobility

• Family situation

Who Drops Out?

What Are the Kids Saying?

• Disengagement

No one cares

Uninteresting, irrelevant classes

No real-world connection

Boredom

Findings of Resilience Research

Risk ≠ Outcome

Behavior ≠ Capacity

Personal Strengths = Success

Environmental Supports & Opportunities = Life Success

Resiliency:– External Assets

– Internal Assets

Three Protective Factors:• Caring

• High Expectations

• Opportunities to meaningfully participate and contribute

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

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

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

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

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

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

BEEP!BEEP!

It’s just a

Listen ThroughTheir Ears!

Vocabulary Lesson:

Youths

Former Youths(Adults)

Educational Options support

At-Risk / At-Promise Youth

How flexible is your

cookie cutter?

How sharpsharp is your

cookie cutter?

The definition of

was written by those who fit that definition.

Learning Styles–Auditory

–Visual

–Kinesthetic

–Experiential

–Use Technology

–Artistic

“I don’t get it”

“Please explain/show that to me a different

way”

Asset Development Based–Academic Development

–Social Development

–Emotional Development

We are comprehensive education!

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.

There is Only One School System

vv

Referral and Transition

• Pre-exit

• Hand-off

• Post-exit support

Referral and Transition

• Asset-based

• Challenges vs deficits

• Need to learn and unlearn

Learning and

UnlearningUnlearning

Student’s Asset Profile

Academic Social EmotionalAss

et D

evel

op

men

t

Unlearning Needed

Before Intervention

Now

(Neg

ativ

e)

Rules

Rules

or

/ExpectationsOpportunities to participate and

contribute

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...

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.

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

Two Definitions:

• Must punish/expel

• Must intervene

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)

Character-based Curriculum

Dad’s Question:

What have you done today to make the world better for

someone who isn’t you?

Parents have infiltrated all levels of society.

There might even be some here now!

Parents

Parent Night

Adults who care about me

Community Partnerships

School-to-Career

www.californiacareers.info

California Career Resource Network (CalCRN)

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

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

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

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.

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/

School is Workforce Preparation

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.

Subscribe to the

Community Day School E-mail Listhttp://www.cde.ca.gov/sp/eo/cd/cdsmail.asp

To Subscribe:

E-mail Address:

Name:

Passive

How wonderful it is that nobody need wait

a single momentbefore starting to

improve the world.- Anne Frank

The Greatest!

Bonus SlidesProbably no time during

this presentation, but useful extensions …

Funding Cost-Benefits and Sources

Cost-Benefit Analysis

There are a number of additional fiscal benefits to operating a

community day school that are often overlooked.

Money saved is real and significant money earned.

Average Daily Attendance (a.d.a.)

x Base Revenue Funding Level ( )

Earned Revenue ( )

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 )

Attendance Cost-Benefit Chart

0

10

20

30

40

50

60

70

80

90

100

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”

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

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

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

• 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

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

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

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

How wonderful it is that nobody need wait

a single momentbefore starting to

improve the world.- Anne Frank

The Greatest!