Creating an Ecosystem for School Reform discusses expanding ideas around practices, programs, and services to support student success. It proposes using a framework for Whole Child Education to plan school reform and provide equity. This involves understanding how trauma impacts student development and learning through things like poverty and adverse childhood experiences. It also involves translating trauma theory and ecological systems theory into classroom practices and a strategic plan for school reorganization focused on student and family needs. The goal is to expand visions of student success and accountability.
POVERTY PROOFING THE SCHOOL DAY – bottom up reform and a potential for real change
BERA 2016
Laura Mazzoli Smith and Liz Todd
Research Centre for Learning and Teaching, School of Education, Communication and Language Sciences, Newcastle University
POVERTY PROOFING THE SCHOOL DAY – bottom up reform and a potential for real change
BERA 2016
Laura Mazzoli Smith and Liz Todd
Research Centre for Learning and Teaching, School of Education, Communication and Language Sciences, Newcastle University
Presentation given at the 2015 Early Childhood Common Agenda Forum for South Carolina by Jim Squires.
Three statewide organizations – Children’s Trust of South Carolina, the Institute for Child Success and United Way Association of South Carolina – along with statewide partners offer the following policy road map for South Carolina to create a brighter future for young children and their families.
The 2015 Early Childhood Common Agenda for South Carolina reflects months of work from a coalition of experts and offers specific recommendations to build a smart, comprehensive early childhood system for children 0-5 years old.
http://scChildren.org/CommonAgenda
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
Developing a vision of social justice that truly includes an understanding and awareness of disability requires a significant shift in thinking for many educators. In schools disability is typically seen as something special that must be assessed, identified, and rehabilitated as opposed to just one of the many ways people can be different from one another (Marshall, C. & Oliva, pg. 175
Parent engagement is a shared effort. It is rooted in the slow and patient work of relationship-building. What experiences and know-how do parents bring to the table? How are parents engaged in their children’s lives right now? How can agencies change its system and beliefs about parent ?
Family and community engagement consists of reciprocal interactions between schools, families, and the community, working together to create networks of shared responsibility for student success. At community schools, community and family engagement creates shared accountability and a more participatory decision-making process. This content area explores how families and communities are mobilized around community schools, how family and community engagement operates at school sites, and challenges and promising practices for family and community engagement.
A quick look at my proposal to increase parent involvement at Saul Martinez Elementary School and the overall need for parent involvement for student success.
Building Knowledge of Students to Build Teacher EmpathyRaisingTheBar2015
2015 presentation at the Raising the Bar summit. Addresses teacher knowledge and empathy as part of a strategy to improve academic performance and reduce suspensions.
Presentation given at the 2015 Early Childhood Common Agenda Forum for South Carolina by Jim Squires.
Three statewide organizations – Children’s Trust of South Carolina, the Institute for Child Success and United Way Association of South Carolina – along with statewide partners offer the following policy road map for South Carolina to create a brighter future for young children and their families.
The 2015 Early Childhood Common Agenda for South Carolina reflects months of work from a coalition of experts and offers specific recommendations to build a smart, comprehensive early childhood system for children 0-5 years old.
http://scChildren.org/CommonAgenda
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
Developing a vision of social justice that truly includes an understanding and awareness of disability requires a significant shift in thinking for many educators. In schools disability is typically seen as something special that must be assessed, identified, and rehabilitated as opposed to just one of the many ways people can be different from one another (Marshall, C. & Oliva, pg. 175
Parent engagement is a shared effort. It is rooted in the slow and patient work of relationship-building. What experiences and know-how do parents bring to the table? How are parents engaged in their children’s lives right now? How can agencies change its system and beliefs about parent ?
Family and community engagement consists of reciprocal interactions between schools, families, and the community, working together to create networks of shared responsibility for student success. At community schools, community and family engagement creates shared accountability and a more participatory decision-making process. This content area explores how families and communities are mobilized around community schools, how family and community engagement operates at school sites, and challenges and promising practices for family and community engagement.
A quick look at my proposal to increase parent involvement at Saul Martinez Elementary School and the overall need for parent involvement for student success.
Building Knowledge of Students to Build Teacher EmpathyRaisingTheBar2015
2015 presentation at the Raising the Bar summit. Addresses teacher knowledge and empathy as part of a strategy to improve academic performance and reduce suspensions.
Clinical Calculator is an open source framework for providing clinical calculations (like Body Mass index, Growth chart centiles, QRISK2, and many others) as a REST Web service. This Service Oriented Architecture (SOA) paradigm is the way that complex modern web applications work and we believe it is the way forward for lowering the bar to entry for SMEs wanting to develop healthcare apps, and to improve overall quality and range of clinical calculations at clinicians' disposal
Restorative Justice provides the opportunity for individuals to be the change they seek as well as speak. This presentation outlines the many capacities an individual can implement Restorative Justice and Practices within their home, community, schools, workplace, etc.
2015 presentation at the Raising the Bar summit. Discussion of the impact of restorative practices on school climate, academic achievement and suspensions.
Vickie Shoap - “Application of Restorative Practices and Restorative Justice ...youth_nex
Vickie Shoap -
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with Professor Mark Weist. For more info visit www.himh.org.au
E x E c u t i v E S u m m a r yLeading Learning co.docxsagarlesley
E x E c u t i v E S u m m a r y
Leading
Learning
communities
Standards for What
Principals
ShouldKnow
and Be able
To Do
S E c O N D E D i t i O N
U p d at e d a n d e x pa n d e d
Leading Learning Communities: Standards for What Principals Should Know and Be Able To Do was created by the
National Association of Elementary School Principals in partnership with Collaborative Communications Group.
National Association of Elementary School Principals
1615 Duke Street
Alexandria, VA 22314
Phone: 800-38-NAESP
Fax: 800-39-NAESP
E-mail: [email protected]
Web site: www.naesp.org
The mission of the National Association of Elementary School Principals (NAESP) is to lead in the advocacy
and support for elementary and middle level principals and other education leaders in their commitment to all
children. Over 30,000 members of NAESP provide administrative and instructional leadership for public and private
elementary and middle schools throughout the United States, Canada and overseas. Founded in 1921, NAESP is an
independent professional association with its own headquarters building in Alexandria, Virginia. Through national
and regional meetings, award-winning publications and joint efforts with its 50 state affiliates, NAESP is a strong
advocate for both its members and for the 33 million American children enrolled in preschool, kindergarten and
grades 1 through 8.
Gail Connelly, Executive Director
Fred Brown, Senior Associate Executive Director, Leadership Development and Outreach
Merrie Hahn, Assistant Executive Director, Professional Development Programs
Collaborative Communications Group, Inc.
1029 Vermont Avenue, NW
Ninth Floor
Washington, D.C. 20005
Phone: 202-986-4959
Fax: 202-986-4958
E-mail: [email protected]
Web site: www.collaborativecommunications.com
Collaborative Communications Group is a strategic consulting firm that builds the capacity of individuals,
organizations and networks to work collaboratively to create solutions that are better than any single entity could
produce on its own. Through strategic consulting, dialogue and convening, creation of publications and tools, and
community conversations, Collaborative helps organizations and networks to identify, share and apply what they
know in ways that increase productivity and effectiveness. The ultimate objective of Collaborative’s work is the
improvement of the quality of public education and community life.
Funds for this publication were generously donated by Lifetouch Inc., of Minneapolis, MN, Paul Harmel,
Chairman and Chief Executive Officer. Lifetouch Inc. connects with families and communities, not only in the
images it captures, but also in its support of many worthwhile causes.
Funds for this publication were generously donated by Landscape Structures, of Delano, MN. Since 1971,
Landscape Structures, the industry’s leading provider of high-quality school playground equipment, has been
committed to promoting sustain ...
Running Head PARENT AND COMMUNITY INVOLVEMENT PLAN 1 .docxglendar3
Running Head: PARENT AND COMMUNITY INVOLVEMENT PLAN
1
Parent Involvement for the 21st Century: Final Project-EDU 617
Student Name
Ashford University
Date
PARENT INVOVLEMENT PLAN 2
Parent Involvement Plan
It takes an effort in getting Parents and the Community to be involved in the education process of
students. One would say that it doesn’t come easy. In order, to have Parent and Community involvement
in the school setting to be effective, a plan is needed by the school staff to help develop positive
relationships and maintain the relationship that has been built. By having a good parent and community
relationship can make for a more enjoyable and pleasant educational and school experience for all that are
involved.
Plan Philosophy
The plan is built off the philosophy that it takes more than just one to help ensure the success of a
student but it takes a village to ensure the success of a student. For a child’s education can be influenced
by the involvement of parents and community which plays an important role in that success. As
educators, it is important that we recognize that parents play an important role in their child’s education
development and that they are a valuable resource to teachers too. This plan is created to help develop
and mold a positive relationship and involvement between parents, school, and community. With the
forming of a positive relationship it will help benefit students and families.
Aims/Goals of the Plan
The development of this plan is intended to help establish an effective positive relationship
between parents, schools and community and community organizations within the community. By
providing parents with the support through parental trainings, workshops, service learning activities and
support for students, and the establishing of the lines of communication between parents and school. This
can be possible. In order, for my plan to work the involvement of staff, parents and community members
will be needed. "Teachers, counselors, principals, health techs, school secretaries, or any other willing
staff members can fill the community outreach school coordinator role." (Hjalmarson, pg. 117). This will
be the start of a community that will be created to help keep the focus of parent and community
involvement and the increase of that involvement.
INVOVLEMENT PLAN 3
According to O’Keefe (2011), In order, to make our school succeed the help needs to come from
many parts of the community. With the help of the community and me we will be able to communicate
and connect with other organization services that are available. My intention is to increase the type of
involvement that is being created to help provide student support to help increase student success and
learning experiences. To help establish a positive relationship we will invite parents and leaders within
the community to voice their opinio.
Running Head PARENT AND COMMUNITY INVOLVEMENT PLAN 1 .docxtodd581
Running Head: PARENT AND COMMUNITY INVOLVEMENT PLAN
1
Parent Involvement for the 21st Century: Final Project-EDU 617
Student Name
Ashford University
Date
PARENT INVOVLEMENT PLAN 2
Parent Involvement Plan
It takes an effort in getting Parents and the Community to be involved in the education process of
students. One would say that it doesn’t come easy. In order, to have Parent and Community involvement
in the school setting to be effective, a plan is needed by the school staff to help develop positive
relationships and maintain the relationship that has been built. By having a good parent and community
relationship can make for a more enjoyable and pleasant educational and school experience for all that are
involved.
Plan Philosophy
The plan is built off the philosophy that it takes more than just one to help ensure the success of a
student but it takes a village to ensure the success of a student. For a child’s education can be influenced
by the involvement of parents and community which plays an important role in that success. As
educators, it is important that we recognize that parents play an important role in their child’s education
development and that they are a valuable resource to teachers too. This plan is created to help develop
and mold a positive relationship and involvement between parents, school, and community. With the
forming of a positive relationship it will help benefit students and families.
Aims/Goals of the Plan
The development of this plan is intended to help establish an effective positive relationship
between parents, schools and community and community organizations within the community. By
providing parents with the support through parental trainings, workshops, service learning activities and
support for students, and the establishing of the lines of communication between parents and school. This
can be possible. In order, for my plan to work the involvement of staff, parents and community members
will be needed. "Teachers, counselors, principals, health techs, school secretaries, or any other willing
staff members can fill the community outreach school coordinator role." (Hjalmarson, pg. 117). This will
be the start of a community that will be created to help keep the focus of parent and community
involvement and the increase of that involvement.
INVOVLEMENT PLAN 3
According to O’Keefe (2011), In order, to make our school succeed the help needs to come from
many parts of the community. With the help of the community and me we will be able to communicate
and connect with other organization services that are available. My intention is to increase the type of
involvement that is being created to help provide student support to help increase student success and
learning experiences. To help establish a positive relationship we will invite parents and leaders within
the community to voice their opinio.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxmccormicknadine86
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo ...
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxtiffanyd4
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Public schools stand at the threshold of a system that has behind them a history of over five decades of testing for identification and accountability since ESEA was first enacted. In front of them is a landscape that is shaped by dramatic changes in demographics: ever changing technology; significant generational differences; and, policy changes at both the federal and state level that could deliver long sought after changes to top down accountability concepts. As educators, we can stand in the threshold, teaching and leading based on our past, or we can step through the door and facilitate learning in this new and constantly shifting environment.
51% of school children attending public schools in America live in poverty based on the federal definition. We have disaggregated student demographic data as it relates to achievement for many years to determine improvement initiatives. In recent years we have experienced significant increases in the costs associated with remedial instruction and special education; both while overall student enrollment in most rural schools is decreasing. The percentage of students eligible for free and reduced lunch has reached all-time highs in many rural, suburban, and urban public schools. What are the implications of all this in the schoolhouse when it comes to learning, teaching and leading?
Educational Shift Happens by Nick Page.
This was presented on 03 March 2010 at 'Building Spaces for the Future' an event drawing on recent research by Futurelab about young people’s view of what learning spaces should look like in the future to offer practical support to Local Authorities, schools and those going through building programmes such as BSF and PCP.
http://www.futurelab.org.uk/events/listing/buildingspaces
Winning And Influencing Youth In 2019 And Beyond: The Latest Research And Bes...MDR
As you know, Gen Z is more politically active and cause-minded than Millennials and Generation X: this generation wants to make a positive difference with their careers and they expect their employers and favorite brands to support the causes they care about.
The primary aims of restorative justice:
Where an injustice has been made, instead of making amends to the school through various forms of punishment, strategies are used that include both the offender and the victim with the aim of repairing the damage done to the relationship and help the accused learn from the situation.
Restorative justice addresses adolescent delinquency in social work and criminal justice, and schools who are willing to adapt their discipline programs.
Schools that have set in motion Restorative practices have experienced significant decreases in delinquency, suspensions, and reductions in repeat offenses and victimization of other students.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Chapter 3 - Islamic Banking Products and Services.pptx
Creating an Ecosystem for School Reform
1. Creating an Ecosystem for School Reform:
Expanding Our Ideas About Practices, Programs and Services
to Support Student Success
Dr. JoAnne Ferrara, Dr. Eileen Santiago
Strategies for Whole Child Education and Community-School Partners L.L.C.
Kerron Norman, MSW Vice President for Community Based Programs
ANDRUS
Raising the Bar Summit
2. CRITICAL CONSIDERATIONS:CRITICAL CONSIDERATIONS:
“In Education, Equal Does Not Mean or Ensure Equity”“In Education, Equal Does Not Mean or Ensure Equity”
Dr. Eileen Santiago, Principal & Teacher (Ret.)Dr. Eileen Santiago, Principal & Teacher (Ret.)
Using a framework for Whole Child Education as basis to plan school reform, to provide equity and reduce
disproportionality in Westchester County Schools.
Understanding and addressing the trauma on student development and learning (poverty, adverse
childhood experiences) through professional development and community partnerships.
Translating trauma theory about child development/ human development, adversity and chronic stress into
supportive classroom practices.
Translating Ecological Systems Theory into a Strategic Plan for school reorganization based on needs of the
school community with a focus on students and families.
Expanding visions of student success and school accountability
3. “Westchester Children By the Numbers 2008”
2008, Westchester Children’s Association
CORE IDEAS REFLECTING SYSTEMS THINKING
•All children need the same basic supports and opportunities to grow
up healthy and strong, but some live in families and communities that
are resource poor.
•Children’s well-being is affected by disparate but interdependent
factors.
•Children’s well-being depends on the decisions and actions of adults.
4. A Working Definition of Whole Child Education
Safety
Physiological
Esteem
Love/belonging
Self-actualization
Abraham Maslow”s Hierarchy of Needs
5.
6. A Commitment to Supporting Teaching and
Learning That Is ....
Family and Community Centered
Developmentally Appropriate
Based on Relational Engagement
Trauma Informed
7.
8. Teacher Reflections
• “The community meetings help me gauge where students are so I can intervene
early with appropriate strategies”.
• “I am more aware of trauma and don’t make assumptions about children and
families. I am looking beyond the behaviors to understand what has happened.
Problems can be related to not having breakfast or someone not saying goodbye.
My students look forward to community meetings”.
• “I gained insights about indicators and warning signs, awareness and
understanding related to trauma and ACE factors, so I can look at students
differently and my interactions with them”.
• “The community meetings are driving student goals both academically and
socially”.
10. Next Step Recommendations
• Create substantial opportunities, via policy and funding, at all levels to allow for the flexible use of resources
to educate the whole child as part of an expanded mission in public schools.
• Address the reality of “disproportionality” and provide equity in funding for those schools that have an
“urban profile” regardless of the county or townships in which they are situated, as they are particularly
disadvantaged in accessing special funding when compared to N.Y.C. and other large cities.
• Cultivate leadership at all levels to work “in and with” schools in comprehensive and integrated ways so that
they can successfully educate an increasing number of children and youth growing up in poverty.
• Build capacity and provide opportunities for business, education, and non-profit organizations to work
collaboratively across systems to positively impact children, families and their communities.
• Create trauma informed community schools as part of the suburban landscape to address issues of disparity
and to fulfill the promise of opportunity for minority and disadvantaged children and youth.
Santiago and Ferrara, 2014 copyright pending
Editor's Notes
Welcome and Introduction
Describe school and presenter experience in education
State purpose of presentation- to share a practitioner’s experience of where we are 60 years after Brown vs. the Board of Education
Review presentation outcomesAppear/click
Introduce the 2008 publication titled, “Westchester by the numbers and its intended purpose. Appear/click
To present a consolidated and comprehensive statistical picture of children and youth (those under the age of 18) in Westchester within a single resource.
To identify unmet needs and inform the decision-making of various government and private entities responsible for children’s education and wellbeing.
Enhance civic engagement.
Serve as indicators of how well we are preparing out children to b productive workers, voters, parents and leaders of tomorrow.
Acknowledge Limitations: Elements of the landscape have changed since 2008
Explain “systems thinking” based on Human Ecology Theory of Uri Bronfenbrenner
Core Ideas:
Shared responsibility, “It takes an entire village to raise a child”.
Negative experiences in any one aspect of child development can have a negative impact on another. There is always a potential for changing these experiences and positively impacting the life of a child.
There is an educational ecosystem in which students grow and learn that includes, not only from their families and teachers, but their neighbors, religious leaders, elected officials, civic leaders and all who play an important role in meeting children’s needs. They are also impacted by overarching political, cultural and ideological contexts beyond their daily experiences.
The needs expressed really reflected Maslow 101’s Hierarchy of Human Growth and Development and would guide future work in reorganizing school programs, services, and practices with community partners
Underscore: Standards Based and Outcomes Driven (Broader outcomes to be addressed later in presentation) – Balanced literacy, ESL, bilingual programming, and implementation of the Marilyn Friend co-teaching model to decrease the number of special service pull-outs and increase the level of collaboration between special education and regular education teachers.
Highlight: Define Developmentally Appropriate – age, social-emotional disposition, cognitive level of functioning, and culturally responsive/ also reflected in school’s Code of Conduct
Highlight: Relational Engagement is a pre-requisite for academic engagement (shared/articulated core values, class meetings, buddy classes, service learning, character education, school-wide unity builders, and student exhibitions for the community)
Highlight Family and Community Centered- Included parent and child publishing celebrations, topical offerings of interest to them, and sponsoring events for the community focused on housing and community health.
Based on the needs that had been identified and the resources made available from our 5 community partners, we developed the community school strategy that, over time, would include…….
Academic intervention services held during the day in ELA, along with after school and summer programming, delivered through Manhattanville College’s School of Education in collaboration with the district and and a community-based organization.
Professional development and teacher education: Manhattanville College provided student teachers, mentored new staff, delivered on site and campus courses to the school’s teachers (including having Edison students participate in reading practicum experiences that would provide them with individual tutoring), and brought professors from the college to co-teach enriched, science content to our students alongside their classroom teachers.
Family and Community Education: Delivered and coordinated primarily Through the Guidance Center’s Case Worker, the BOCES Adult Education Program, and the Open Door Family Medical Center but also supported by Manhattanville College.
Health Services- A school-based health center delivered by the Open Door Family Medical Centers, a non-profit organization delivering medical care to underserved and under-insured communities in Westchester.
Therapeutic Family Support and Social Services- Providing on-site counseling and co-lateral support for families. Did not replicate services provided by school guidance counselor but addressed the gap that exists when referrals are made by school personnel when referring families for much needed health and human services within the county.
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Review each bullet point, emphasizing the last
