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SYSTEMIC INTERVENTIONS SYSTEMIC INTERVENTIONS IN SCHOOLSIN SCHOOLS
Presentation Of A ModelPresentation Of A ModelJournée régionale – le 20 février 2009
Family and School Support and Treatment TeamFamily and School Support and Treatment TeamStudent ServicesStudent ServicesLester B. Pearson School BoardLester B. Pearson School Board
Nathalie ConstantJanis DaviesCindy Finn Maureen HuntRita McDonoughLaura MoscaScott Waugh
WelcomeWelcome
A Model – FSSTT – Historical/Philosophical – overview
– Questions/Discussion How is this integrated? – Resource Team
– Questions/Discussion FSSTT Tech Role
– Questions/Discussion T.I.E.S. – Overview
– Questions/Discussion Professional Development Model – Building Capacity in
School Community
– Questions/Discussion Research Overview
– Questions/Discussion Closure
“ “A Model”A Model”
FSSTT Overview Historical Philosophical
BeginningsBeginnings
Established Fall 1995 3 year pilot McConnell Foundation Dr. Mounir Samy
5 schools - 4 Elementary - 1 High School Early Intervention Research
Dr. Richard Tremblay – Université de Montréal Expanded to 7 Elementary - 1 High School by the year
2000 Currently
15 Elementary Schools 5 High Schools
WHO IS THE FSSTTWHO IS THE FSSTT??
Actually, each professional involved in the life of a referred student is a member of the Treatment Team and part of the intervention plan.
The multi-disciplinary team consists of a Coordinator/Consultant, a Child Development Specialist, two Psycho-educators, Family Therapist, Art Therapist, Itinerant Social Aide Technician, and the part time services of psychiatrists and psychologists.
The Core Team consists of a Social Aide Technician working in each of the schools with the resource team.
Additional Natural Extensions of the team are the school psychologists, Student Services personnel, resource and classroom teachers, CLSC social workers, nurses, and outside professionals.
FSSTT FSSTT 2008 – 2009 2008 – 2009
Communication Links – OrganogramCommunication Links – Organogram
ORCHARD ACADEMY Psychologist
FSSTT Social Aide TechSpecial Needs Consultant
RIVERVIEW
SPRINGDALE
ST. LAWRENCE ACADEMY JR.
ST. LAWRENCE ACADEMY SR.
ORCHARD ACADEMY Psychologist
FSSTT Social Aide TechSpecial Needs Consultant
RIVERVIEW
SPRINGDALE
ST. LAWRENCE ACADEMY JR.
ST. LAWRENCE ACADEMY SR.
COORDINATOR COORDINATOR
CO-COORDINATOR CO-COORDINATOR
MULTIDISCIPLINARY TEAM
PsychiatristFSSTT ConsultantsPsycho-Educators
PsychologistsItinerant Social Aide Tech
Art Therapist (TIES)Family Consultant (TIES)
MULTIDISCIPLINARY TEAM
PsychiatristFSSTT ConsultantsPsycho-Educators
PsychologistsItinerant Social Aide Tech
Art Therapist (TIES)Family Consultant (TIES)
CLEARPOINT
EDGEWATER
GREENDALE
MEADOWBROOK
PURCELL ACADEMY
ST. PATRICK
CLEARPOINT
EDGEWATER
GREENDALE
MEADOWBROOK
PURCELL ACADEMY
ST. PATRICK
BEURLING
LCCHS
LAKESIDE ACADEMY
LPHS
RIVERDALE
BEURLING
LCCHS
LAKESIDE ACADEMY
LPHS
RIVERDALE
ALLION
BISHOP WHELAN
SUNSHINE
THORNDALE
ALLION
BISHOP WHELAN
SUNSHINE
THORNDALE
FSSTT Link Person FSSTT Link Person
FSSTT Link Person FSSTT Link Person
Global ObjectivesGlobal Objectives
Professional Development for school personnel in the area of socio-emotional development of the child
To provide Therapeutic Support to students and their families both in the school and in the home where appropriate
Specific ObjectivesSpecific Objectives
To improve the well being of the child
To increase the child’s self esteem and self worth
To decrease the stigma and marginalization of the child
To assist the child to understand the problem
Specific Objectives cont’d.Specific Objectives cont’d.
To assist teachers in understanding the nature of the child’s difficulty by:
– Recognizing and accepting the relevance of the concept of psycho-social maladjustment
– Developing an understanding of the systemic approach to social-emotional maladjustment
Specific Objectives cont’d.Specific Objectives cont’d.
Becoming familiar with and recognizing the indicators of psycho-social maladjustment
Developing interventions and techniques to assist teachers
Modifying environmental variables to accommodate the needs of the child
Underlying ObjectivesUnderlying Objectives
System Change - Ecological Approach
Moving toward creating Therapeutic Environments in our schools
Questions/DiscussionQuestions/Discussion
How is this integrated?How is this integrated?
Resource TeamResource Team
FUNCTION
HUB:
Re: delivery of services to students in need
Provide support for classroom teachers
Resource TeamResource TeamPURPOSE
Review the record of teaching strategies (RTS) already in progress
Brainstorm additional strategies with multi-disciplinary group
Develop a collaborative approach to problem-solving
Facilitate communication within the school, with parents, with other professionals involved
Carry out referral processes for consultation, assessment, or identification of special needs
CHILD/FAMILYCHILD/FAMILY
CLASSROOM TEACHER
SOCIAL AIDE TECH
SOCIAL AIDE TECH
Resource TeamResource TeamSCHOOL SOCIAL
WORKER
SCHOOL SOCIAL
WORKER
SCHOOL PSYCHOLOGIS
TSSD
SCHOOL PSYCHOLOGIS
TSSD
PRINCIPALPRINCIPAL
SCHOOL RESOURCE TEACHERS
SCHOOL RESOURCE TEACHERS
OTHER PROFESSIONAL
S
OTHER PROFESSIONAL
S
NURSE CLSC
NURSE CLSC
INTEGRATION AIDE
INTEGRATION AIDE
FSSTTFSSTT
ProcessProcess
Problem solving - use of brainstorming; 30 minute problem solving model (Porter)
Follow-up:– Review and assess action plans
– Revise if needed
Referral process:1. Resource Team general referral
2. FSSTT intervention specifically
RESOURCE TEAMRESOURCE TEAMRESOURCE TEAMRESOURCE TEAM
TEACHERRESOURCE TEAM
Problem solving developing a plan at school
REFERRAL TO STUDENT SERVICESIn-school psychologist development
of an intervention plan and/or assessment referral
FSSTTREFERRAL
SOCIAL WORKREFERRAL
HOSPITALREFERRAL
OTHERPROFESSIONALS
REFERRAL
TEACHERTEACHER
RESOURCE TEAM
problem solvingdeveloping a plan
at school
RESOURCE TEAM
problem solvingdeveloping a plan
at school
REFERRAL TO STUDENT SERVICES
in school psychologistdevelopment of an interventionplan and/or assessment referral
REFERRAL TO STUDENT SERVICES
in school psychologistdevelopment of an interventionplan and/or assessment referral
FSSTTREFERR
AL
FSSTTREFERR
AL
SOCIAL WORKREFERRAL
SOCIAL WORKREFERRAL
HOSPITAL REFERRALHOSPITAL REFERRAL
OTHERPROFESSIONALS
REFERRAL
OTHERPROFESSIONALS
REFERRAL
TYPE IINTERVENTIO
NBehaviour ResourceON-SITE
PRO-ACTIVE
TYPE IINTERVENTIO
NBehaviour ResourceON-SITE
PRO-ACTIVEPROBLEM SOLVING & FURTHER
DEVELOPMENT &
AUGMENTATION OF PLAN AT
SCHOOL
PROBLEM SOLVING & FURTHER
DEVELOPMENT &
AUGMENTATION OF PLAN AT
SCHOOL
TYPE IIINTERVENTION
DIRECT CONSULTATION WITH TEACHERS
AND SCHOOL PERSONNEL WITH
M.D. TEAM AND PSYCHIATRIST
TYPE IIINTERVENTION
DIRECT CONSULTATION WITH TEACHERS
AND SCHOOL PERSONNEL WITH
M.D. TEAM AND PSYCHIATRIST
TYPE III INTERVENTIONPSYCHIATRIC FAMLY
ASSESSMENT, ADDITIONAL INFORMATION, PSYCHOSOCIAL ASSESSMENT (FAMILY AND OR
CHILD) INTERVENTION PLAN HOME AND SCHOOL
TYPE III INTERVENTIONPSYCHIATRIC FAMLY
ASSESSMENT, ADDITIONAL INFORMATION, PSYCHOSOCIAL ASSESSMENT (FAMILY AND OR
CHILD) INTERVENTION PLAN HOME AND SCHOOL
Referral Process to the FSSTT Referral Process to the FSSTT InterventionIntervention
Summary of ConsultsSummary of Consults
TypeTypeIIII
Type Type IIIIII
Type Type IV IV TOTALTOTAL
409409 116116 6767 592592
Questions/DiscussionQuestions/Discussion
FSSTT Tech RoleFSSTT Tech Role
Role of the Social Aide Role of the Social Aide TechnicianTechnician
Child advocacy through: games, social skills, one on one discussions, groups, breakfast programs, recess and lunch support, conflict resolution, parent-child meetings
Set limits through relationship building Participate in the resource team
meetings Liaison with parents Support teachers in and out of class
IEP’s –writing, implementation and review Provide support for integration aides,
daycare, and lunch supervisors, as well as resources
Provide professional development to the school
Training of stagieres Establish/maintain links with outside
agencies Peer support meetings (POD) End of year report detailing their summary
of interventions
FSSTT LEGEND OF FSSTT LEGEND OF INTERVENTIONSINTERVENTIONS
1. On-going Individual Support
2. Social Skills
3. Anger Management Skills
4. Parent Meetings
5. Parent Telephone Contact
6. Home Visits
7. Transportation Runs
8. Recess Support
9. Lunch Support
10. In-Class Support
11. Crisis Intervention
12. Individualized Behavioural Modification
13. Homework Support
14. Consultation with Staff
15. Consultation with Parents
16. Family Therapy
Questions/DiscussionQuestions/Discussion
T.I.E.S.T.I.E.S.
(TThe IIntensification of EExisting SServices)
T.I.E.S.T.I.E.S.Systemic InterventionSystemic Intervention
Building capacity within the school Purpose:
Support emotional and behavioural needs
Professional Development for school staff
Support families
Implementation of T.I.E.S.Implementation of T.I.E.S.
Co-ordinated by school psychologist and FSSTT consultant
Implemented in 5 LBPSB elementary schools (Thorndale, Riverview, Purcell, St. Lawrence Sr., Orchard)
Need to enhance servicesNeed to enhance services Areas of Intervention
Academic Support (Resource Teacher) Behaviour Resource (FSSTT Tech) Therapeutic Intervention (Art Therapist) Family Support (Family Consultant) Assessments (Psychologist) Psychiatric Consults (FSSTT Staff
Psychiatrist) Consultations with Team (FSSTT
Consultant & Psychologist)
Procedures for Start UpProcedures for Start Up Setting the scene… Setting the scene…
Building T.I.E.S. in every school School buy-in School’s selection of students Meetings with individual parents Type II consults for each student T.I.E.S. team’s development of goals and
recommendations Resource teacher’s meetings with T.I.E.S.
students to discuss goals Weekly updates with T.I.E.S. team
Therapeutic InterventionTherapeutic Intervention
Delivered by Art Therapist Role:
Works with students individually/groups Observes classrooms Consults with classroom teachers and
team
How Art Therapy Benefits How Art Therapy Benefits T.I.E.S. StudentsT.I.E.S. Students
Provides an outlet for feelings Helps the development of personal
expression Enhances communication skills Addresses personal concerns at an
individual pace Reduces stress Helps build positive coping skills Helps build self-concept/identify and
self-esteem
Family SupportFamily Support
Delivered by Family Consultant Role:
Meets with T.I.E.S. team on weekly basis
Is in direct contact with parents Meets with teachers Liaises with outside
services/agencies
Psychiatric ConsultsPsychiatric Consults
Delivered by FSSTT PsychiatristRole:
Consults with classroom teachers and team
Meets with the T.I.E.S. team Consults with professionals
individually
Academic SupportAcademic Support
Delivered by Resource Teacher
Role: Direct academic skills
instruction Consultation with classroom
teachers and team Relationship building with
students
Direct Academic Skills Direct Academic Skills InstructionInstruction
Read level books
Personal dictionaries and word walls
High frequency words
Reading strategies
“Handwriting Without Tears’’ program
Consultation With the Consultation With the Classroom Teachers and Classroom Teachers and
TeamTeam
Weekly meeting with the T.I.E.S. team
Up-dates to classroom teachers
Colored cue card
Parent meetings
Relationship Building with Relationship Building with the Studentsthe Students
Set reasonable goals
Develop personal confidence
Check in/Breakfast Club
Work on organizational skills
Create a safe and special place
Student BenefitsStudent Benefits
Relationship buildingSocial skills Self-esteem Integration into the classroomSelf-awarenessCoping strategies and conflict
resolution
Family BenefitsFamily Benefits
Additional non-academic support Home visits Better communication Better relationship Liaison with community resources Bridge building
Staff BenefitsStaff Benefits
Empowered by feedback/Type II meetings
Professional Development opportunities
Extensions of positive relationshipsAcknowledging the work of teachers
Systems BenefitsSystems Benefits
Better communication
Better organizational skills
Better understanding of challenging behaviours
Reframing the needs of other students
Success Plan for SamSuccess Plan for Sam Developed life skills and support academic
needs Provided for teachers to meet with student
to develop personal relationship Neuropsychological assessment Mentored relationships with other adults Family involved in therapeutic intervention Art Therapy-a variety of projects Student’s plans and goals were reviewed at
weekly meetings
Safe and Special PlaceSafe and Special Place
General Strategies CardGeneral Strategies Card
Working on Organizational Working on Organizational SkillsSkills
The Tree PeopleThe Tree People
“I feel like I am falling sometimes.”
Note: The colour chosen by the student was a blue.
“I feel happy and on top!”
Note: The colour chosen by the student was a bright yellow and orange.
Questions/DiscussionQuestions/Discussion
Professional Development Professional Development Model: Model:
Building Capacity in the Building Capacity in the
School CommunitySchool Community
FSSTT TechFSSTT Tech
On-site weekly support Six month internships on a
multidisciplinary team at the Montreal Children's Hospital
Peer SupportPeer Support
POD Meetings
On-site visitation of techs in other FSSTT schools
Joint professional development sessions with Planning Room Techs
School ContributionsSchool Contributions
Workshops to school teaching staffs
Workshops to Daycare and Lunch Supervisor staffs
Participation in weekly Resource meetings
Case discussion and consultation with team psychiatrist
Tackling the ChallengeTackling the Challenge … …Jean DuckettJean DuckettJanna GillisJanna Gillis
Scott MacquistenScott MacquistenMario MazzarelliMario MazzarelliRita McDonoughRita McDonough
Gerry O’ReillyGerry O’ReillyNoella ParadisNoella Paradis
Monique ThirlwellMonique Thirlwell
Family and School Support and Family and School Support and Treatment TeamTreatment Team
FSSTTFSSTT
Creating Positive Environments Creating Positive Environments During Lunch and DaycareDuring Lunch and Daycare
Presenters: Jean Duckett - Itinerant Behavior ResourcePresenters: Jean Duckett - Itinerant Behavior Resource
Rita McDonough - Co-Coordinator FSSTTRita McDonough - Co-Coordinator FSSTT
Board ContributionsBoard Contributions
Newsletter
FSSTT Educational Library
Lecture series
Contributions to Other Contributions to Other Learning CommunitiesLearning Communities
University and CEGEP Teaching
Tackling the Tackling the Challenge:Challenge:
Our Graduates are Our Graduates are Now Your StudentsNow Your Students
Jean DuckettJean DuckettRita McDonoughRita McDonough
June 9, 2008June 9, 2008 Lester B. Pearson Lester B. Pearson School BoardSchool Board
Concordia UniversityConcordia UniversitySeminar in Child StudySeminar in Child Study
• School Systems and the Impact on School Systems and the Impact on Children with Behavioral ChallengesChildren with Behavioral Challenges
J. Scott Waugh MAJ. Scott Waugh MA
Bridging the Gap Between Teaching and Learning
Concordia UniversityEducation ConferenceFriday, October 15, 2004
Rita McDonough, M.Ed.
J. Scott Waugh, M.A.
Questions/DiscussionQuestions/Discussion
ResearchResearch
ResearchResearch Collaborative Research since 1997
School Board + University + Government CQRS, FQRSC Funding MEQ/MELS (Action Research)
Partners: – Dr. Nancy Heath, McGill University – Dr. Hariclia Petrakos, Concordia University – Dr. Cecile Rousseau, Montreal Children’s Hospital– Cindy Finn, LBPSB– Diane McLean-Heywood, LBPSB– Family and School Support and Treatment Team
Research QuestionResearch Question
What effect does a systemic, professional development oriented (school, family, child) model have on children, teachers, parents?
WHAT IS THE IMPACT OF THE FSSTT?
Program of ResearchProgram of Research Early Focus Group Study (1999-
2000)
Survey & Large Evaluation Study (CQRS, 2000-2002)
Follow-up Evaluation Study (FQRSC, 2003-05)
Impact on Community School Study (MEQ Action Research, 2003-04)
TIES Project Study (MELS Action Research, 2007-08)
Phase 1: Early Focus GroupsPhase 1: Early Focus Groups
Participants Staff from 6 schools with team services Divided into 4 groups (teachers, behavior resource,
resource teachers, principals)
Method Focus group facilitated by university researcher Parallel questions used for each group Group discussions audiotaped and transcribed Data analyzed with an open coding qualitative
approach to yield themes (Strauss & Corbin, 1990).
Emerging ThemesEmerging Themes
Team Roles Advantages and disadvantages Understanding of the child Changes (adult-child relationships, peer
relationships, within the child) Family-school collaboration Interagency collaboration Challenges and complexities Future Recommendations
Phase 2: Evaluative studiesPhase 2: Evaluative studies
Research lagging behind practice (opinion papers and anecdotal evidence)
Need for evaluative and comparative research
Survey StudySurvey Study Anonymous surveys of the teachers and
parents of children who were being followed by the FSSTT in 2 schools – (a) their satisfaction with the services of FSSTT – (b) their perceptions of the child’s
behaviour problem (severity, frequency, duration), social functioning, self-esteem, mood academic achievement
Sample = 36 children (29 boys, 7 girls, M = 10.8 years, SD = 1.2) were identified by the schools as having moderate to severe E/BD.
Parent Parent Survey Survey ResultsResults 76% reported positive changes in their child’s
behaviour 78% felt that the team helped them better
understand their child’s behaviour 61% reported that the team helped them
understand the complexity of the problem 86% felt the team provided them with the
support they needed 96% agreed that these children could function
in the regular classroom.
Teacher Teacher Survey Survey ResultsResults 55% of the teachers felt that the behaviour of
the children had improved 100% of the teachers felt that:
(a) the team had helped them understand the child’s behaviour(b) the team helped them appreciate the complexity of the problem
(c) the team provided them with the support they needed to work with the children.
93% of the teachers agreed that these children could function in the regular classroom.
Comparison StudiesComparison Studies (CQRS/FQRSC)(CQRS/FQRSC)
Comparison of FSSTT approach:
Change school environment (social & academic) to fit needs of the child (ECOLOGICAL)
with
Standard approach (range of services) Change the child to fit the school
environment (MEDICAL)
Comparative Study Comparative Study #1(CQRS)#1(CQRS)
Compare FSSTT schools to matched non-team control schools
What changes over time? (children, parents, teachers)
MethodologyMethodology Participants
– Selection of 6 LBPSB schools– Teacher nominations of children with behavior
problems – 227/1585 students were nominated (prevalence rate of
14%)– 139 children (gr. 1-6) were followed for 1 year
99 boys, 40 girls
3 conditions– 2 Established FSSTT schools (4 yrs +) = 57 students– 2 New FSSTT schools = 46 students– 2 “standard” services schools = 37 students– Testing at 2 time periods (October & May)
MeasuresMeasures Teacher Parent Child
Teacher Rating Form (TRF; Achenbach, 1991) Social Skills Rating System (SSRS; Gresham & Elliott, 1990) Self-Perception Profile for Children (Teacher Form; Harter, 1985) Teacher semi-structured interview
Child Behavior Checklist (CBCL; Achenbach, 1991) Social Skills Rating System (SSRS; Gresham & Elliott, 1990) Self-Perception Profile for Children (Parent Form; Harter, 1985) Parent semi-structured interview
Child Depression Inventory (Kovacs, 1992) Social Skills Rating System (SSRS;Gresham & Elliott, 1990) Self-Perception Profile for Children (SPPC; Harter, 1985) Wide Range Achievement Test (WRAT-3) Direct Observation Form (DOF; Achenbach, 1991) Youth Self-Report (YSR; Achenbach, 1991) Child Semi-structured interview
Self-reported Changes in Depression Self-reported Changes in Depression
Marginally significant improvement between conditions (p=.08)Marginally significant improvement between conditions (p=.08)FSSTT: FSSTT: 49.3 -> 45.2; Non-FSSTT: 49.3 -> 45.2; Non-FSSTT: 49.5 -> 47.549.5 -> 47.5
Condition by Depression (CDI)
43
44
45
46
47
48
49
50
1 2
Time
Me
an
CD
I Sc
ore
s
Team Schools
Non-Team Schools
Child self-report of problem behaviours
FSSTT: 56.0 -> 51.8 Non-FSSTT: 60.0 ->55.8 (p=.05)
Condition by YSR TOT
46
48
50
52
54
56
58
60
62
1 2
Time
Me
an Y
SR
TO
T S
core
s
Team Schools
Non-Team Schools
Parent report of behaviour problemsParent report of behaviour problems
FSSTT: 59.5 -> 56.0 Non-team: 65.5 -> 62.11 FSSTT: 59.5 -> 56.0 Non-team: 65.5 -> 62.11
Condition by CBCL TOT
50
52
54
56
58
60
62
64
66
68
1 2
Time
Me
an C
BC
LTO
T S
cor
es
Team Schools
Non-Team Schools
Teacher report of Internalizing Behaviour Teacher report of Internalizing Behaviour
FSSTT: 61.09 -> 60.08 Non-FSSTT: 60.81 -> 55.95FSSTT: 61.09 -> 60.08 Non-FSSTT: 60.81 -> 55.95
Condition by TRF INT
53
54
55
56
57
58
59
60
61
62
1 2
Time
Mea
n TR
FIN
T S
core
s
Team Schools
Non-Team Schools
ConclusionConclusionss
Behaviors change over time - Increase in observed depression with the decrease in personal experience of depression
Behaviors improved over the year 70% of students had significant
academic problems Relationships are key
Comparative Study # 2 Comparative Study # 2 (FQRSC)(FQRSC)
Further evaluate FSSTT– Compare FSSTT and non-team schools (6
schools) – Explored BD/LD comorbidity issue – Social support & problem solving – Relationship with Behaviour Resource
Followed a group of students with behaviour problems (N = 57 students: 27 FSSTT, 30 non-FSSTT)
Measured over two time periods (Fall, Winter)
Overall resultsOverall results Strong Appreciation for Team Services
– Teachers feel better equipped to deal with problems
Team plays important support role – Lack of services leads to burn out
Parents do not fully understand what schools are doing; feel blamed by school
Challenges working with troubled families
Phase 3: Smaller studiesPhase 3: Smaller studies
Impact of FSSTT on Community School over time
Impact of Intensifying Services in FSSTT school (TIES project) – Added academic resource support, art
therapy, family support
How research informs How research informs practicepractice
Sharing of Results to Community Discussions with FSSTT members Dissemination/publication of results to
academic community
Why the need for research?Why the need for research?
To better serve our students, teachers and families
To enhance opportunities for SUCCESS
Questions/DiscussionQuestions/Discussion
In RelationshipIn Relationship
RelationshipsRelationships We work to create trusting, non-
threatening, Quality Relationships with:children, parents, teachers,
professionals, para-professionals and all outside professionals and agencies
“Together is Better”
F S S T TF S S T T
Schooland Outside
Agencies
FSSTT and Outside
Agencies
Home and Outside
Agencies
Developing Trust
Developing Relationships
Developing Understanding
Developing Collaborative Spirit / Partnership
Look at:
• School needs
• Family needs
• Student needs
TRANSFORMATION OF ANTRANSFORMATION OF AN
ORGANIZATION AROUND THE ORGANIZATION AROUND THE
NEEDS OF AN INDIVIDUALNEEDS OF AN INDIVIDUAL
Support NetworksSupport Networks Facilitate the creation of support
Networks for all because none of us can do it “well” alone
“It Takes a Village to Raise a Child”, a Family, a School System, a Community of Quality
How Do We Do It??How Do We Do It??
Model a Learning Organization
There is always a better way
Think outside the box
Continuous improvement
““Be the change you Be the change you are trying to create.”are trying to create.”
– Ghandi
The StarfishThe Starfish
There was a young man walking down a deserted beach just before dawn. In the distance he saw a frail old man. As he approached the old man, he saw him picking up stranded starfish and throwing them back into the sea. The young man gazed in wonder as the old man again and again threw the small starfish from the sand to the water. He asked, “Old man, why do you spend so much energy doing what seems to be a waste of time?”
The old man explained that the stranded starfish would die if left in the morning sun.
“But there must be thousands of beaches and millions of starfish!” exclaimed the young man. “How can you make a difference?”
The old man looked down at the small starfish in his hand, and as he threw it to the safety of the sea, he said, “I make a difference to this one.”
Anonymous
Questions/DiscussionQuestions/Discussion