Promoting Student Success

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• Promoting Student Success
• A Framework
• for the Improvement of
• Educational Services at the
• Department of Children Families
• Stephen Tracy
• Superintendent of Schools USD2
• January 31, 2013

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Education Deserves a CentralPlace in the Work of
DCF

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Education Deserves a CentralPlace in the Work of
DCF

• For our Children Promoting learning and
  personal opportunity for the children we serve.

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Education Deserves a CentralPlace in the Work of
DCF

• For our Children Promoting learning and
  personal opportunity for the children we serve.
• For our Families Promoting permanency by
  enhancing the family experience.

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Education Deserves a CentralPlace in the Work of
DCF

1. For our Children Promoting learning and
   personal opportunity for the children we serve.
2. For our Families Promoting permanency by
   enhancing the family experience.
3. For our State Promoting competitiveness by
   closing the achievement gap.

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• Mission
• Department of Children Families
• All children and youth served by the Department
  will grow up healthy, safe and learning, and will
  experience success in and out of school. The
  Department will advance the special talents of
  the children it serves and will make
  opportunities for them to give back to the
  community.

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• Mission
• Department of Children Families
• All children and youth served by the Department
  will grow up healthy, safe and learning, and will
  experience success in and out of school. The
  Department will advance the special talents of
  the children it serves and will make
  opportunities for them to give back to the
  community.

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• Mission
• Unified School District 2
• (Proposed for Discussion)
• To promote learning, school success and personal
• fulfillment for children and young adults whose
• life experiences have included personal trauma,
• family disruption or involvement with the
• juvenile justice system.

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• Education Priorities
• In Early Childhood Education
• In USD2 Schools
• In Local School Districts
• In Private Placement
• For Out of School Youth

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• Overarching Concerns
• Data to inform decision making
• A sound psychology of learning

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Education Data System

• Goal
• A data system that provides social workers,
  regional education staff and department
  leadership with comprehensive information
  regarding the educational status of every child
  under our care.

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• A Psychology of Personal Empowerment and
  Learning

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Stimulus-Response

• L

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External Control Psychology

• We have the power to compel others to do what we
  want them to do.
• It is our duty to compel others to do the right
  thing through the application of rewards and
  punishments.

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• Between stimulus and response there is a space.
  In that space is our power to choose our
  response. In our response lies our growth and
  our freedom.
• -- Victor Frankl

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• If youre working with disadvantaged children,
  your job is.

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• If youre working with disadvantaged children,
  your job is.
• .. easier.

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• Stimuli, in the sense that they can
  consistently control a human being to make a
  specific choice, do not exist.
• -- William Glasser

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Choice Theory Axioms

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Choice Theory Axioms

1. All behavior is chosen. All we can give to
   another person is information.

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Choice Theory Axioms

1. All behavior is chosen. All we can give to
   another person is information.
2. The only person whose behavior we can control is
   our own.

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Choice Theory Axioms

1. All behavior is chosen. All we can give to
   another person is information.
2. The only person whose behavior we can control is
   our own.
3. All long-lasting psychological problems are
   relationship problems.

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Choice Theory Axioms

1. All behavior is chosen. All we can give to
   another person is information.
2. The only person whose behavior we can control is
   our own.
3. All long-lasting psychological problems are
   relationship problems.
4. The problem relationship is always part of our
   present life.

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Choice Theory Axioms

• Revisiting the painful past contributes little to
  what we need to do now.

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Choice Theory Axioms

• Revisiting the painful past contributes little to
  what we need to do now.
• All human behavior is driven by five basic needs
  

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Choice Theory Axioms

• Revisiting the painful past contributes little to
  what we need to do now.
• All human behavior is driven by five basic needs
  
• Safety Survival

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Choice Theory Axioms

• Revisiting the painful past contributes little to
  what we need to do now.
• All human behavior is driven by five basic needs
  
• Safety Survival
• Love Belonging

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Choice Theory Axioms

• Revisiting the painful past contributes little to
  what we need to do now.
• All human behavior is driven by five basic needs
  
• Safety Survival
• Love Belonging
• Power

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Choice Theory Axioms

• Revisiting the painful past contributes little to
  what we need to do now.
• All human behavior is driven by five basic needs
  
• Safety Survival
• Love Belonging
• Power
• Freedom

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Choice Theory Axioms

• Revisiting the painful past contributes little to
  what we need to do now.
• All human behavior is driven by five basic needs
  
• Safety Survival
• Love Belonging
• Power
• Freedom
• Fun

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Counseling with Choice Theory

• What do you want?
• What are you doing to get what you want?
• How well is it working?
• Are you ready to plan to do better?

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Education Priorities

• 1. Early Childhood
• Goals
• Every eligible DCF child eligible is receiving
  Birth to Three services.
• Every DCF child ages 3 to 5 is engaged in a
  quality pre-school experience.

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Education Priorities

• 1. Early Childhood
• Strategies
• Define quality in early childhood programming
  in consultation with the Early Childhood Cabinet.
• Determine number of eligible DCF children
  currently enrolled in quality early childhood
  programs.

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Education Priorities

• 1. Early Childhood
• Strategies
• Collaborate with Early Childhood Cabinet and
  Governors Office of Early Childhood Policy to
  promote expansion of quality early childhood
  programs.

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Education Priorities

• 1. Early Childhood
• Strategies
• Support parents and social workers in enrollment
  of all eligible children in quality Birth-to-
  Three and Early Education programs.
• Measure, track and report results.

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Education Priorities

• 2. USD2 Schools
• Goal Every child we serve leaves us with
• A firm belief in her/himself as a powerful,
  self-directed learner
• Evidence of solid progress in literacy and
  numeracy, along with a plan for continued growth
  following departure
• A plan for personal success through and beyond
  high school, including post secondary education
  and career direction
• Measured achievement toward Common Core
  Standards.

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Education Priorities

• 3. Local School Districts
• Goals
• Develop and maintain positive working
  relationships with key school district personnel.
• Advocate for our children for access, quality
  educational services and fair treatment.
• Promote school success by providing direct
  service to our children and their parents.

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Education Priorities

• 4. Private Placement
• Goal
• To improve learning outcomes for children and
• youth under the care of DCF who reside in private
• placements.

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Education Priorities

• 5. Out of School Youth
• Goal
• To bring young people in DCF care who have left
  school without a diploma and have yet to attain
  21 years of age back into a process leading to a
  high school degree.

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• Promoting Student Success
• A Framework
• for the Improvement of
• Educational Services at the
• Department of Children Families