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1 A Collaborative Model: Making a Difference Response to Intervention (RtI) Symposium “Beyond the Pyramids” Ventura County Office of Education January.

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Presentation on theme: "1 A Collaborative Model: Making a Difference Response to Intervention (RtI) Symposium “Beyond the Pyramids” Ventura County Office of Education January."— Presentation transcript:

1 1 A Collaborative Model: Making a Difference Response to Intervention (RtI) Symposium “Beyond the Pyramids” Ventura County Office of Education January 23, 2008

2 2 Presenters Diana Stephens Counselor-Educator California Lutheran University Thousand Oaks, California Marie Alviz School Counselor E. P. Foster Elementary School Ventura Unified School District Pam Hunter Teacher E. P. Foster Elementary School Ventura Unified School District

3 3 Response to Intervention (RtI) “A child should not have to fail before getting the help they need.” RtI is a school-wide curriculum-based system providing comprehensive programs for all students within the school. VCOE; Education/Evolving

4 4 RtI – A Paradigm Shift All Children “At Promise” Not Some Children “At Risk”

5 5 Valuing all Children “Educating all children is an achievable goal, if we truly value all children.” “Does American society truly value all of its children?” Pedro Noguera, City Schools and the American Dream

6 6 Today’s Schooling In what grade level are children most often expelled? In what grade level are children most often expelled? What percentage of teachers feel their teaching would be more effective if they didn’t spend so much time with disruptive students? What percentage of teachers feel their teaching would be more effective if they didn’t spend so much time with disruptive students? What percentage of teachers have considered leaving the profession or know someone who has because of student discipline problems? What percentage of teachers have considered leaving the profession or know someone who has because of student discipline problems? Nationwide, what percentage of students will leave school without graduating? Nationwide, what percentage of students will leave school without graduating? Gilliam; Teaching Interrupted; Thornburgh

7 7 Today’s Culture Instant gratification Fast-pacedQuick-fix

8 8 School Climate The Hidden Curriculum There is a direct link between “the quality of a school’s climate and its educational outcomes” C.D.Jerald

9 9 Transforming the School Culture Slow down – Systemic Programs Building a strong school culture takes time and a comprehensive curriculum Develop relational trust Requiring daily social exchanges with everyone Provide consistent norms and values Focusing attention on what is important and valued

10 10 Effective Cultural Climate A culture of care A culture of support A culture of belonging A culture of high expectations A culture of relationship building Focusing on Academic – Career – Personal/Social success in school and in life

11 11 Systems Leadership Collaboration & Teaming Connecting the interaction of the heart, head & hand Heart: values and beliefs Head: mental picture of the world Hand: decisions, actions, behavior Collaborative teams teaching the whole child Covey; DeVoss & Andrews; Hopkins; Sergiovanni; Wheatley Covey; DeVoss & Andrews; Hopkins; Sergiovanni; Wheatley

12 12 Effective Schooling An integrated curriculum of rigorous academics and social-emotional learning in every classroom

13 13 Lesson One: The ABCs of Life Transforms Organization Culture & School Climate Chosen model: Safe and Drug-free Schools The White House Approved evidenced-based program The California Department of Education

14 14 Lesson One: The ABC’s of Life Making a Difference Making a Difference Film Clip

15 15 Lesson One E.P. Foster Elementary School Before&After Marie Alviz School Counselor

16 16 Lesson One: The ABC’s of Life Experiential Learning Self Control Time Trying Your Best

17 17 Lesson One: Joins the Basics A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Sequential – Consistent – Comprehensive Curriculum Making the Intangible - Tangible Self-Control Self- Confidence Responsibility & Consequences Thinking & Problem Solving Cooperation The Pledge for Success

18 18 Lesson One E.P. Foster Elementary School In the Classroom Pamela Hunter Teacher

19 19 Pledge for Success A Promise I Make to Myself I will listen to what others have to say I will listen to what others have to say When I wait my turn to speak, I can hear what everyone has to say I will treat others the way I would like to be treated Pushing, fighting, bullying, name-calling and treating others badly hurts them and hurts me I will treat others the way I would like to be treated Pushing, fighting, bullying, name-calling and treating others badly hurts them and hurts me I will respect the diversity of all people Whether we are the same or different on the outside, it’s the person we are on the inside that counts I will respect the diversity of all people Whether we are the same or different on the outside, it’s the person we are on the inside that counts I will remember that I have people who care about me in my family, school and community Families, like schools and communities, can be many sizes and made up of all kinds of people I will remember that I have people who care about me in my family, school and community Families, like schools and communities, can be many sizes and made up of all kinds of people I will try my best Even when I make mistakes, I learn from them. The most important thing is to keep trying I will try my best Even when I make mistakes, I learn from them. The most important thing is to keep trying

20 20 Lesson One: Daily Practice Voice and Body Language: Varied Voice Connected Body Language Voice and Body Language: Varied Voice Connected Body Language Consistent Structure in Classroom Consistent Structure in Classroom Games, Activities, Sharing Stories Games, Activities, Sharing Stories

21 21 Voices of the Teachers & Staff E.P. Foster Elementary School “Teachers from other schools have asked how do we get so much teaching time in & I honestly believe that this…comes from using Lesson One…” “Teachers from other schools have asked how do we get so much teaching time in & I honestly believe that this…comes from using Lesson One…” “Lesson One self-control time helps my students calm down, focus, and be responsible for their actions.” “Lesson One self-control time helps my students calm down, focus, and be responsible for their actions.” “Enhances the library experience. Each class has only 30 minutes to locate a book…By using self- control this runs smoothly and all of us enjoy the visit. I also appreciate everyone using the same language.” “Enhances the library experience. Each class has only 30 minutes to locate a book…By using self- control this runs smoothly and all of us enjoy the visit. I also appreciate everyone using the same language.”

22 22 Lesson One Evidence-Based Success Before&After Diana Stephens Counselor-Educator – California Lutheran University

23 23 E.P. Foster Elementary School Evidence-Based Results Percent of 4 th and 5 th Graders Achieving Advanced or Proficient in Language Arts Grade Advanced or Proficient Percent Level in Language Arts Increase th grade 9% 44% 35% 5 th grade 15% 48% 33%

24 24 E.P. Foster Elementary School Evidence-Based Results Percent of 4 th and 5 th Graders Achieving Advanced or Proficient in Math Grade Advanced or Proficient Percent Level in Math Increase th Grade 11% 31% 20% 5 th Grade 17% 61% 44%

25 25 E.P. Foster Elementary School Evidence-Based Results Student Suspension Rates Year # of Suspensions Year # of Suspensions

26 26 E. P. Foster Elementary Evidence-Based Results Academic Performance Index (API) B efore L1 1 st Yr L1 5 th Yr L1 B efore L1 1 st Yr L1 5 th Yr L1 Base API Growth API Hispanic/Latino - 84 pts +18 pts +79 pts Socio-Econ Disadv pts +30 pts +70 pts English Learners pts

27 27 Cross-Section of Statistics Around the Country “As a result of the program, teachers who once spent 80% of their time on classroom management and 20% on teaching, now spend 80% on teaching and 20% on classroom management. “As a result of the program, teachers who once spent 80% of their time on classroom management and 20% on teaching, now spend 80% on teaching and 20% on classroom management. “After Lesson One was implemented…overall discipline problems decreased by 66%.” “After Lesson One was implemented…overall discipline problems decreased by 66%.” “Our first family night we hosted with Lesson One broke the record for parent attendance after over two hundred family members attended the function.” “Our first family night we hosted with Lesson One broke the record for parent attendance after over two hundred family members attended the function.” For complete longitudinal study results visit

28 28 Collaborative Partnership California Lutheran University California Lutheran University Ventura Unified School District Ventura Community Agencies

29 29 Questions? Join our Conversation and our Collaborative Partnership

30 30 Contact Information Feel free to contact us if you have any questions or would like additional information: Diana Stephens: Marie Alviz: Pamela Hunter: Jon Oliver:

31 31 References Covey, S.R. (1991). Principle-centered leadership. New York: Summit Books. DeVoss, J. A., and Andrews, M.F. (2006). School counselors as educational leaders. Boston, NY: Houghton Mifflin. Education Evolving (2005, July). Response to intervention: An alternative to traditional eligibility criteria for students with disabilities. St. Paul, MN: Author. Gilliam, W.S. (2005, May 17) Pre-kindergartners left behind: Expulsion rates in state pre-kindergarten systems. Yale University Child Study Center. Goleman, D. (1997). Emotional intelligence. New York: Bantam Books.

32 32 References Hopkins, D. (2007). Every school a great school. London: Open University Press. Jerald, C.D. (2007). School culture: The hidden curriculum. Access network. Noguera, P. (2003). City schools and the American dream: Reclaiming the promise of public education. Noguera, P. (2003). City schools and the American dream: Reclaiming the promise of public education. New York: Teachers College Press Oliver, J., & Ryan, M., (2004). Lesson one: The ABCs of life New York: Simon & Schuster Public Agenda, (2004, May). Teaching interrupted.

33 33 References Serviovanni, T. (1992). Moral leadership: Getting to the heart of school improvement. San Francisco, Jossey-Bass. Serviovanni, T. (1994). Building community in schools. San Francisco: Jossey-Bass. Thornburn, N. (2006, April). Dropout Nation. Time. Zins, J.E., Weissberg, R.P., Want, M.C., & Walberg, H.J. (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.


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