CH

AN

GIN

G T

HE

CO

NV

ERSA

TIO

NElim

inating the Toxic Culture of the Vocal Minority

Presented by Liz Atkinson

liz@noexcusesu.com

BR

EAK

OU

T SESSIO

N FO

CU

S

Culture of U

niversal Achievem

ent

Collaboration

Standards Alignm

ent

Assessm

ent Plan

Data M

anagement

Interventions

NEU

@ V

ERM

ON

T

•1st N

EU school in SBCUSD•

No street lights

•N

o sewer system•

95% free and reduced lunch•

90% English language learners•

97% Average daily attendance•

0.1% Suspension rate•

725 students grades K-5 (multi-track year round)

•But what about hom

ework?

NEU

@ D

EL RO

SA•

2nd NEU school in SBCUSD

•SBCUSD

has the highest poverty rate of all school districts in CA

•49% of the city’s residents receive som

e sort of subsidy •

The population in San Bernardino as of 2010 census was 209,924•

48 elementary schools

•10 m

iddle schools•

8 high schools•

55,000 + students in SBCUSD•

750 students K-6 (multi-track m

odified traditional)•

2012, City of San Bernardino declared bankruptcy

NEU

@ C

OT

TO

NW

OO

D C

AN

YO

N

•3rd N

EU school in LEUSD•

3rd NEU school I’ve brought in to the network (only principal)

•API - 875

•943 students TK - 5 traditional school

•Canyon H

ills master planned com

munity/Canyon Lake

•Return the school to the com

munity

•Im

plement school-wide discipline plan

•Parent/Teacher survey 2013

•D

eveloping the critical mass

WH

O’S TA

LKIN

G O

N Y

OU

R STA

FF?

The R

esearchT

he Categories

•The Believers

•The Tweeners

•The Survivors

•The Fundam

entalists

EDU

CA

TO

RS A

ND

TH

EIR G

OA

LS

Educator C

lassificationO

rganizational Goal

Believers

Academ

ic success for all

Tw

eenersO

rganizational stability

Survivors

Em

otional survival

Fundam

entalistsM

aintaining the status quo

TH

E BELIEV

ERS

•Intrinsic m

otivation•

Connection to school and com

munity

•Flexibility

•Positive pressure

•W

illingness to confront•

Who are they on your staff?

TH

E TW

EENER

S

•A loose connection

•An enthusiastic nature

•“Honeym

oon period” and compliance

•Catch them

before they fall•W

ho are they on your staff?

TH

E SURV

IVO

RS

•Flight response

•Student bargaining

•“Busy w

ork” and avoiding direct instruction•

Dealing w

ith stress and pressure•

Who are they on your staff?

TH

E FUN

DA

MEN

TALIST

S•

Opposition to change

•O

ld way vs. new

way

•The old bell curve m

entality•

Emotional vs. rational

•3D

s: Defam

ation, Distraction and D

isruption•

Who are they on your staff?

A B

ALA

NC

ED C

ON

VER

SAT

ION

4:14 positive com

ments : 1 negative com

ment

7:1In the average classroom

, a student hears 7 negative comm

ents to every 1 positive comm

ent

9:1In the average household below

the poverty line, a child hears 9 negative com

ments to every 1 positive com

ment

FIERC

E CO

NV

ERSA

TIO

NS

Step 1: Identify the most pressing issue

Step 2: Clarify the issue

Step 3: Determ

ine the current impact

Step 4: Determ

ine the future implications

Step 5: Examine your personal contribution to this issue

Step 6: Describe the ideal outcom

eStep 7: C

omm

it to action

PREPA

RE FO

R D

ISCU

SSION

•The issue is…

(Be concise)•

It is significant because… (W

hat’s at stake?)•

My ideal outcom

e is … (W

hat specific results do I want?)

•Relevant background inform

ation (Who, w

hat, when…

)•

What I have done up to this point? (O

ptions I’m considering)

•The help I w

ant is…(W

hat result do I want from

the group)

QU

ESTIO

NS?

CO

NTA

CT

ME!

Liz Atkinson, P

rincipal E

lizabeth.Atkinson@

leusd.k12.ca.us liz@

noexcusesu.com