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“A Culture of Resiliency”
How To Foster Healthy Children and Extraordinary Academic Results
October 16, 2010
Louisiana Charter School ConferenceQ3 Q4
Q2Q1
Presented by Dr. Kevin W. RileyMueller Charter SchoolChula Vista, California
IIntroduction• Welcome • The Goal • About MCS • Cristina’s Story
This will be a great discussion if…
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
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…
About Our Students:
• 90% Latino• 70% Free and reduced lunch• 60% English language learners • 52% Proficient…
• 100% WANT to succeed…
…Especially one named Cristina
II Overview• What is Resiliency? • Rising Above Risk • The Research
Resiliency… is the ability to bounce back from adversity!
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 theASU Education Policy Research Unit, March 2009
The Research: “From Risk Factors to Protective Factors”
•Caring and Support
•High Expectations, and
•Opportunities for Meaningful Participation.
--Bonnie Benard
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
IIIResiliency: A Culture of Possibility
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
We Are “El Milagro”!
We have to use
• Our Charter• Our Autonomy• Our Ingenuity
To mitigate against factors that jeopardize our results
IVThe Resiliency Quadrant System• Discovery • Early Identification • Mid-Flight Adjustments • Transitions
Four Phases of the Quadrant System:• Discovery (July)• Early Intervention (Sept)• Mid-Flight Adjustments (Feb)• Transitions (May)
Overall Process:
JULYPHASE I: Discovery
OBJECTIVE: Get to know each student, develop relationships- a medical model
Process of Discovery:
• 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”
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.
Process of 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
Q1 Q2
Q3 Q4
THE FOUR QUADRANTS
At or Above Grade Level
Approaching Grade Level and Expected
to get there
Below Grade Level due to
Identifiable Risk Factors
IEP’s and Students with
Lavender Folders
ICU
ICU: Students are experiencing high risk and life-altering conditions
FEBRUARYPHASE III: Mid-Year Monitoring
OBJECTIVE; To review Individual Support Plans and risk inventories, assess progress, engage parents, make strategic mid-flight adjustments.
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
MAY PHASE IV: “Transitions”
OBJECTIVE: To review Individual Support Plans and make appropriate placements for next year-- promotion/retention.
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
VHow RQS Influences Powerful Teaching
Q1 Q2
Q3 Q4
Differentiation
POWERFUL TEACHING
STUDENT ENGAGEMENT
INTENSIVE INTERVENTIONS
“RTI”
INDIVIDUAL EDUCATION PLAN
ICU
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
Q1 Q2
Q3 Q4
POWERFUL TEACHING
STUDENT ENGAGEMENT
INTENSIVE INTERVENTIONS
“RTI”
INDIVIDUAL EDUCATION PLAN
ICU
Differentiation
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
Q1 Q2
Q3 Q4
POWERFUL TEACHING
STUDENT ENGAGEMENT
INTENSIVE INTERVENTIONS
“RTI”
INDIVIDUAL EDUCATION PLAN
ICU
Differentiation
Interventions (RTI):
• Instructional modifications• Counseling Services • Vision and Hearing• Parent Training• Critical Hours • Delayed Promotion: “Promotion Plus”
Q1 Q2
Q3 Q4
POWERFUL TEACHING
STUDENT ENGAGEMENT
INTENSIVE INTERVENTIONS
“RTI”
INDIVIDUAL EDUCATION PLAN
ICU
Differentiation
Special Education: A Network of Support
• Not an Abdication of responsibility• Improved Communication • Intensive Partnering• Consistent Interventions• Close Monitoring• In the Classroom• Results
VIThe Results • API/AYP • Other measures • Kids moving out of Q2
MUELLER CHARTER SCHOOL11-Year API Growth
To 2009-10
520
603 611 620
678
706
733751
794
833797
679
500
550
600
650
700
750
800
850
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
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
2009 Title I Academic
Achievement Award School
2009-10 California Golden Bell
(CSBA)2009-10 CBEE Honor Roll
“The world breaks everyone and afterward many are stronger at the broken places.” —Ernest Hemmingway, “Farewell to Arms”