Creating an Ecosystem for School Reform:Expanding Our Ideas About Practices, Programs and Services

to Support Student Success

Dr. JoAnne Ferrara, Dr. Eileen Santiago

Strategies for Whole Child Education and Community-School Partners L.L.C.

Kerron Norman, MSW Vice President for Community Based Programs

ANDRUS

Raising the Bar Summit

CRITICAL CONSIDERATIONS: CRITICAL CONSIDERATIONS:

“In Education, Equal Does Not Mean or Ensure Equity” “In Education, Equal Does Not Mean or Ensure Equity” Dr. Eileen Santiago, Principal & Teacher (Ret.) Dr. Eileen Santiago, Principal & Teacher (Ret.)

Using a framework for Whole Child Education as basis to plan school reform, to provide equity and reduce disproportionality in Westchester County Schools.

Understanding and addressing the trauma on student development and learning (poverty, adverse childhood experiences) through professional development and community partnerships.

Translating trauma theory about child development/ human development, adversity and chronic stress into supportive classroom practices.

Translating Ecological Systems Theory into a Strategic Plan for school reorganization based on needs of the school community with a focus on students and families.

Expanding visions of student success and school accountability

“Westchester Children By the Numbers 2008” 2008, Westchester Children’s Association

CORE IDEAS REFLECTING SYSTEMS THINKING

•All children need the same basic supports and opportunities to grow up healthy and strong, but some live in families and communities that are resource poor.

•Children’s well-being is affected by disparate but interdependent factors.

•Children’s well-being depends on the decisions and actions of adults.

A Working Definition of Whole Child Education

SafetyPhysiological

EsteemLove/belonging

Self-actualization

Abraham Maslow”s Hierarchy of Needs

A Commitment to Supporting Teaching and Learning That Is ....

Family and Community Centered

Developmentally Appropriate

Based on Relational Engagement

Trauma Informed

Teacher Reflections

• “The community meetings help me gauge where students are so I can intervene early with appropriate strategies”.

• “I am more aware of trauma and don’t make assumptions about children and families. I am looking beyond the behaviors to understand what has happened. Problems can be related to not having breakfast or someone not saying goodbye. My students look forward to community meetings”.

• “I gained insights about indicators and warning signs, awareness and understanding related to trauma and ACE factors, so I can look at students differently and my interactions with them”.

• “The community meetings are driving student goals both academically and socially”.

ONE STOP CENTER FOR STUDENT PROGRAMS & SERVICES

AFTER SCHOOL AND SUMMER PROGRAMS

ACADEMIC INTERVENTION/

ENRICHMENT SERVICES

PROFESSIONAL DEVELOPMENT

ONE STOP CENTER FOR FAMILY RESOURCES

THERAPEUTIC FAMILY SUPPORT and SOCIAL SERVICES

PARENT AND COMMUNITY EDUCATION

HEALTH SERVICES

Translating Ecological Systems Theory: Integrating Supports For Children and Families

© 2007 Dr. Eileen Santiago and Dr. Joanne Ferrara

Next Step Recommendations• Create substantial opportunities, via policy and funding, at all levels to allow for the flexible use of resources

to educate the whole child as part of an expanded mission in public schools.

• Address the reality of “disproportionality” and provide equity in funding for those schools that have an “urban profile” regardless of the county or townships in which they are situated, as they are particularly disadvantaged in accessing special funding when compared to N.Y.C. and other large cities.

• Cultivate leadership at all levels to work “in and with” schools in comprehensive and integrated ways so that they can successfully educate an increasing number of children and youth growing up in poverty.

• Build capacity and provide opportunities for business, education, and non-profit organizations to work collaboratively across systems to positively impact children, families and their communities.

• Create trauma informed community schools as part of the suburban landscape to address issues of disparity and to fulfill the promise of opportunity for minority and disadvantaged children and youth.

Santiago and Ferrara, 2014 copyright pending