“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

Follow us at www.muellerschool.org

“The world breaks everyone and afterward many are stronger at the broken places.” —Ernest Hemmingway, “Farewell to Arms”