Promoting Student Success

A Framework

for the Improvement of Educational Services at the

Department of Children & Families

Stephen TracySuperintendent of Schools USD#2

January 31, 2013

Education Deserves a CentralEducation Deserves a CentralPlace in the Work of DCFPlace in the Work of DCF

Education Deserves a CentralEducation Deserves a CentralPlace in the Work of DCFPlace in the Work of DCF

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

Education Deserves a CentralEducation Deserves a CentralPlace in the Work of DCFPlace 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.

Education Deserves a CentralEducation Deserves a CentralPlace in the Work of DCFPlace 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.

MissionDepartment 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.

MissionDepartment 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.

MissionUnified 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.

Education PrioritiesEducation Priorities

1. In Early Childhood Education

2. In USD#2 Schools

3. In Local School Districts

4. In Private Placement

5. For Out of School Youth

Overarching ConcernsOverarching Concerns

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

Education Data SystemEducation Data SystemGoal: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.

A Psychology of

Personal Empowerment and Learning

Stimulus-ResponseStimulus-Response

L

External Control PsychologyExternal 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.

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

If you’re working with disadvantaged children, your job is….

If you’re working with disadvantaged children, your job is….

….. easier.

“Stimuli, in the sense that they can consistently control a human being to make a specific choice, do not exist.”

-- William Glasser

Choice Theory AxiomsChoice Theory Axioms

Choice Theory AxiomsChoice Theory Axioms1. All behavior is chosen. All we can give to

another person is information.

Choice Theory AxiomsChoice Theory Axioms1. 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.

Choice Theory AxiomsChoice Theory Axioms1. 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.

Choice Theory AxiomsChoice Theory Axioms1. 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.

Choice Theory AxiomsChoice Theory Axioms5. Revisiting the painful past contributes little to what

we need to do now.

Choice Theory AxiomsChoice Theory Axioms5. Revisiting the painful past contributes little to what

we need to do now.

6. All human behavior is driven by five basic needs:

Choice Theory AxiomsChoice Theory Axioms5. Revisiting the painful past contributes little to what

we need to do now.

6. All human behavior is driven by five basic needs: Safety & Survival

Choice Theory AxiomsChoice Theory Axioms5. Revisiting the painful past contributes little to what

we need to do now.

6. All human behavior is driven by five basic needs: Safety & Survival Love & Belonging

Choice Theory AxiomsChoice Theory Axioms5. Revisiting the painful past contributes little to what

we need to do now.

6. All human behavior is driven by five basic needs: Safety & Survival Love & Belonging Power

Choice Theory AxiomsChoice Theory Axioms5. Revisiting the painful past contributes little to what

we need to do now.

6. All human behavior is driven by five basic needs: Safety & Survival Love & Belonging Power Freedom

Choice Theory AxiomsChoice Theory Axioms5. Revisiting the painful past contributes little to what

we need to do now.

6. All human behavior is driven by five basic needs: Safety & Survival Love & Belonging Power Freedom Fun

Counseling with Choice TheoryCounseling 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?

Education PrioritiesEducation Priorities1. Early Childhood1. 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.

Education PrioritiesEducation Priorities1. Early Childhood1. 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”.

Education PrioritiesEducation Priorities1. Early Childhood1. Early Childhood

Strategies: Collaborate with Early Childhood

Cabinet and Governor’s Office of Early Childhood Policy to promote expansion of quality early childhood programs.

Education PrioritiesEducation Priorities1. Early Childhood1. 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.

Education PrioritiesEducation Priorities2. USD#2 Schools2. USD#2 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.

Education PrioritiesEducation Priorities3. Local School Districts3. 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.

Education PrioritiesEducation Priorities4. Private Placement4. Private Placement

Goal:

To improve learning outcomes for children and

youth under the care of DCF who reside in private

placements.

Education PrioritiesEducation Priorities5. Out of School Youth5. 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.

Promoting Student Success

A Framework

for the Improvement of

Educational Services at the

Department of Children & Families