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THE LADDERTHE LADDER

Los Angeles Unified School DistrictLos Angeles Unified School DistrictHuman Resources DivisionHuman Resources DivisionCareer Ladder OfficeCareer Ladder Office Spring 2010Spring 2010

District Prevention Programs for Student SuccessDistrict Prevention Programs for Student Success

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THE LADDER

A publication of the Career Ladder Offi ce

Los Angeles Unifi ed School District

LAUSD Board of Education

Mόnica Garcia, District 2, President

Marguerite Poindexter LaMotte, District 1

Tamar Galatzan, District 3

Steve Zimmer, District 4

Yolie Flores, District 5

Nury Martinez, District 6

Richard Vladovic, District 7

Ramon C. CortinesSuperintendent of Schools

James MorrisChief Operating Offi cer

David R. HolmquistGeneral Counsel

Vivian EkchianChief Human Resources Offi cer

Career Ladder Offi ce333 South Beaudry Avenue, 15th Floor(213) 241-4571 FAX (213) 241-8465E-mail: steven.brandick@lausd.net

www.teachinla.com/ladder

THE LADDER Staff

Steven Brandick, Director

Randy Murphy, Editor

Tiffany Thomas, Layout and Design

Joseph Ryan, Contributing Editor

Lorena Vazquez, Advertising

Cover photo by David Blumenkrantz

The publication of this magazine is

funded by advertising revenue.

Reproduction of any imageswithout written consent is prohibited.

Modern society does not make it easy for young Angelenos to fi nd their way in the world. Pitfalls are everywhere. Things that were considered out of the norm not that long ago are accepted as commonplace. There are commercials for sex aids during primetime on TV. Fats Domino’s thrill on Blueberry Hill is now explicit sex in rapped rhyme. There are movies rated PG-13 that are so raunchy I would be embarrassed to view them with my adult children let alone with a fi fteen year old. Violence is depicted in a casual manner in movies and video games and is anything but casual on the streets. Gangsters are often portrayed as stylish heroes. Drugs are everywhere: o v e r - t h e - c o u n t e r , prescription and illegal. Prescription drugs are advertized like candy bars. Even the lines between over-the-counter and illegal drugs are blurred when Sudafed has to be sold from the pharmacy because the active ingredient, psuedephedrine, can be synthesized into amphetamine.

Many young people sail right through this mess navigating modern American culture with ease. They have the inner strength to resist ever present peer pressure. They get the connection between sex and producing a child that needs to be raised and cared for. They know the difference between video game violence and bullying the kid next door. They understand that a healthy body and good values will take them a lot farther than any form of drug. They realize that an education can carry

them away from the gangster on the street corner and on to a good life. All young people make numerous choices as they grow and develop. These choices chart the course to their future. Those who sail on through make mostly good choices. The majority make some good choices and some bad ones, learn from their mistakes and move on. As educators, it is our job to

help the few who make a lot of bad choices fi nd their way. Considering the context in which they live, this is not an easy job.

The good news is that LAUSD is loaded with expertise. There are numerous prevention programs designed to support students and staffed by experts in their fi eld. This

issue of THE LADDER is dedicated to those programs. We congratulate everyone involved. Their work is more important today than it has ever been. Please share this information with your colleagues. If you know of a great program we missed, send me some info and we will publish it on our website. The best way to contact me is at steven.brandick@lausd.net.

FIRSTRUNG

Steven Brandick, Director

PROBLEM HOW TO DEVELOP MY CAREER AND STILL SAVE MONEY

SOLUTION LIBERTY MUTUAL PROVIDES SAVINGS ON EDUCATION COURSES AND INSURANCE FOR TEACHERS

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Student-Student-on-Student on-Student Harassment: Harassment: I t ’ s a Matter of I t ’ s a Matter of Civ i l R ightsCiv i l R ights

CONTENTSCONTENTS

How to Find More T ime for TeachingTime for Teaching

Help is Down the Hal lHelp is Down the Hal looww ttto F nddd MMMMo eeooww ttttoo FFFFiiiinndddd MMMMoorree

11299

1111177

Friend of the Ladder

Top of the LadderTop of the Ladder

Career Ladder Policies

Scholarship Talk62225

4

In this Prevention Program issue, we want our readers to consider the old adage, “never judge a book by its cover.” Any child can be doing just fi ne or need our additional help, but we have to set aside our preconceived notions and look past the surface.

Many thanks to the students at El Camino High School who helped us depict the diversity of LAUSD. Our students represent just about every ethnicity, race and life style. 1) Sam Kane Kraft; 2) Amber Awni; 3)Erick Barajas;4) Caleb Johnson; 5) Tyler Halen; 6) Rashon Harper; 7) Lovia Mapofo; and 8) Anastasia Mitchell.

O N T H E C O V E R : D i s t r i c t P r e v e n t i o n P r o g r a m s f o r S t u d e n t S u c c e s s

11

22

77

66

55

33 88

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left to right: Girar Kolakian, Destiny Bradford, Jackie Lucas, Emily Brown-Kucera, Marcus Mina, Mark Moore and Kara Vadman

FRIEND OF THE LADDER

CONTRIBUTORS

Teri Kirkland

Advisor

Terri Kirkland has taught students with disabilities in grades kindergarten through twelve. Currently, she trains and supports beginning teachers in the District Intern Program.

Dr. Judy Chiasson

Coordinator

Dr. Judy Chiasson is a coordinator in LAUSD’s Offi ce of Human Relations, Diversity and Equity, which is part of School Operations, a position that represents the convergence of her experiences as an educator, researcher and writer. She works with schools to create safer and more welcoming campuses for all students by reducing bias and bullying.

Barbara Fiege

Director

Barbara Fiege has been the Director of Interscholastic Athletics in LAUSD since 1993. The duties of the offi ce include the administration of the high school athletic programs as well as the intramural programs at the middle schools, affecting over 200 schools.

Karen Sorensen

School Psychologist

Karen Sorensen has been a school psychologist with the LAUSD for over 30 years, Pre-K to 12. She is passionate about helping to create a safe school climate for every student and every staff member.

44

Nancy BursteinPh.D.

Juanita Coleman-Merritt

Educational Trainer/Consultant

Dr. Juanita Coleman-Merritt retired from her position as Parent Ombudsperson for District 8 in July, 2009. Her areas of expertise are building school, family and community partnerships, promoting high expectations for educators, parents and students and the development of positive school/community climates that support enhanced educational outcomes.

FOR THE RECORD:

Juanita Coleman-Merritt’s article was published in the Fall 2009 LADDER issue. We regret that her photo and bio were not included.

Antonio Roque

Advisor

Antonio Roque has been working for the LAUSD for 16 years. He is currently an Adviser for the IMPACT Program, the LAUSD prevention and early intervention student assistance program.

Kevin O’Connell

Director

Kevin O’Connell’s career began as a bilingual TA. After graduating from UCLA he received his teaching credential and BCC from the U.S.C., Administrative credential from CSULA and Juris Doctorate from Loyola Law School. He currently serves as Director of Litigation Research, Educational Equity Compliance, Offi ce of General Counsel.

55

This issue we recognize Nancy Burstein, Ph.D. as a Friend of the LADDER. Dr. Burstein was pivotal in

establishing a partnership with the Career Ladder’s Los Angeles Apprentice Teacher Program (LA- ATP).

This program is designed to recruit and train highly qualifi ed future special education teachers. Her

efforts will assist the offi ce in achieving the goal of recruiting 25 special education Apprentices per year

for the term of the Transition to Teaching federal grant. Dr Burstein is the chair of the Department of

Special Education, California State University, Northridge.

LADDERLADDER

TOPTOP

OFOF

THETHE

I am a product of LAUSD! My education

began at Toland Way Elementary School,

continued through Washington Irving

Middle School, and culminated with

graduation at Eagle Rock High School in

2003.

During my high school years, I remember

two amazing science teachers - Drew Lord

and Moieses De Leon, who really inspired

students. My interest in science continued

to grow as I furthered my education and I

had more hands on exposure in biology and

chemistry labs. Science just made sense to

me. It was easy for me to understand the

material and make sense of it all.

After high school graduation, I enrolled

at Pasadena City College and took

mostly general education courses. I also

worked as a waiter in a couple of Glendale

restaurants.

In 2004, I started working as a teacher’s

assistant (TA) in the Adult Education

Division for several years, until I received

my B.S. degree in biology from Cal State

L.A. in 2007. With a B.S. and CBEST in hand,

I resigned my TA position and became a

substitute science teacher right away. I

accepted a long term subbing assignment

later that year at my former high school,

teaching eighth grade physical science.

Currently, I am a long term substitute

and am preparing for an interview as a

teacher of record in early 2010. I hope to

get selected for a probationary teaching

position this spring teaching science.

by William Sullivan

“William and his students are studying the effects and their understanding of Newton’s Laws of Motion, momentum, and average speed.

Science just made sense to me.”

Application deadline is July 15th Priority deadline is April 30th

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77

$5,350

EDITORIALTHE ROAD LESS TRAVELED

Randy MurphyEditor

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Do you ever wonder how you are going to have the time to teach kids if you have to spend so much time dealing with their behavior?

Most new teachers I have spoken with tell me that in their teaching program they receive extensive training on teaching academic subjects, but very little training on behavior management. So how can you get students to behave with the least amount of energy and time that will allow you to focus on teaching the academic subjects you’re required to teach?

One of the key ways to gain time for teaching academic subjects is by spending time teaching social-emotional skills. It sounds like a contradiction. “How will spending time teaching another topic help give me more time for teaching academics?” you might ask. The answer is based on common sense for

most educators. Teaching students the skills they need to manage their emotions so they can behave and follow the school rules on their own frees up more time for teaching, since less time is needed to deal with behavior.

The Second Step Violence Prevention Curriculum (Pre-K to 8) is the District adopted curriculum that meets the federal mandates for school violence prevention under NCLB (No Child Left Behind), and teaches comprehensive social-emotional skills. The elementary program teaches empathy, impulse-control, problem-solving, and

anger management skills. The middle school curriculum teaches empathy and communication, bullying prevention, emotion management, and substance abuse prevention skills.

H O W T O F I N D M O R E

T i m e f o r T e a c h i n g

by Karen Sorenson

99

But, there’s even better news!

What several hundred studies, nationally, have shown is that students who receive school based training in social-emotional skills score higher academically (by 11%ile points) and are much better behaved than students who don’t receive social-emotional training in school. 1 [They have] significantly better attendance records; their classroom behavior is more constructive and less often disruptive; they like school more; and they have better grade point averages. They are also less likely to be suspended or otherwise disciplined.” 2

And, it is teachers who need to teach the program in order for students to gain academically. According to Weissberg and Durlak3, “the lessons were even more effective when they were provided by teachers, rather than the program developers or researchers. . .” Gains in academic achievement did not occur if someone other than the teacher taught the program.

What does this mean for the new teacher?

Basically, imagine duplicating your class in every way, including when and how often subject matters are taught, the materials used, the parents, students, administration, etc., everything. But, in Class A, you spend the 45 minutes per week it takes to teach Second Step for about 22 weeks and in Class B, you don’t spend the time, just business as usual. At the end of the year, the students in Class A will score an average of 11%ile points higher than the students in Class B and you, as a teacher, will have spent approximately 41% less time mediating minor conflicts4, and your students will have had higher attendance, fewer discipline problems, fewer suspensions and a higher GPA than the students in Class B.

What do you need to know about teaching Second Step so you and your students can benefit?

First, this program is considered one of the most teacher friendly programs available today. When teachers are given a chance to choose a violence prevention curriculum, experience from our own district and feedback from other districts indicate that teachers will invariably choose Second Step over all other curriculums because everything is there for them on the card at the elementary level and in the notebook at the middle school level. It is scripted and the materials are provided for teacher use.

Regarding the scope and sequence, just like anything else you teach, this program needs to be taught consistently and completely. It is very similar to teaching reading. The lessons have been developed to be taught in sequence and the skills in later lessons are based on skills developed in earlier lessons. Where some teachers have not had good results is when they teach a later lesson before teaching all the previous ones.

Finally, the role-play and activity portion is essential for behavior change. It is through actual practice of the behavior skills that students can begin to change their behavior. Think of describing and discussing how to read to students, but not actually allowing them to practice reading—obviously not very effective. The same thing is true for behavior. Students need to practice behavior skills just like they practice reading skills.

What about middle school?

In a middle school in Eugene, Oregon, the Second Step curriculum was implemented school-wide over 6 years. After three years of implementation, discipline referrals dropped by 64%; attendance increased after one year by 3% and held steady between 94% to 95% over the next five

years. For weapons offenses, after the third year of implementation, there was a 90% reduction.5 In addition, studies have shown that middle school students receiving the Second Step curriculum show reduced acceptance of social exclusion and reduced endorsement of physical and verbal aggression6 and show an increase in their social skills knowledge and empathy skills with self-reported lower levels of aggression.7

What about schools in our district who have implemented Second Step?

In the Second Step Model School Program, 40 elementary schools from across the District participated, focusing on school-wide implementation. By the second year, most of them showed an average of a 46% decrease in referrals, 49% decrease in suspensions, 43% decrease in physical aggression and a 64% decrease in disruptive behavior. In addition, 57.5% of the model elementary schools showed a 30+ point increase in their API (Annual Performance Index), double the district average for elementary schools.

What is the bottom line?

Second Step is a District required program to meet the federal mandates for violence prevention under NCLB. Fortunately, this program just happens to be extremely teacher friendly and when taught consistently and completely, will help to increase academic achievement and reduce behavior problems in the class and on the yard. It is a valuable learning tool for the teacher, the school and, of course, most importantly, the students.

Training and kits (PreK-8) are available through the Health Education Programs office (213) 241-2689.

1 Refers to the difference between the mean percentile rank for the intervention group and that of the control group.2 Viadero, Debra, “Social Skills Programs Found to Yield Gains in Academic Subjects.” Education Week, December 19, 2007. [Review on the meta-analysis of 207 studies on school based social-emotional learning conducted by Weissberg, R.P. and Durlak, J.A., University of Illinois (2005-07)].3 Viadero, Debra, “Social Skills Programs Found to Yield Gains in Academic Subjects.” Education Week, December 19, 2007. [Review on the meta-analysis of 207 studies on school based social-emotional learning conducted by Weissberg, R.P. and Durlak, J.A., Univeristy of Illinois (2005-07)].4 Frey, K.S., Nolen, S.B., Van Schoiack-Edstroom, L., and Hirschstein, M. (2205). “Effects of a school-based social-emotional competence program: Linking children’s goals, attributions, and behavior.” Journal of Applied Developmental Psychology, 26, 171-200.5 At Kennedy Middle School in Eugene, Oregon, data was collected from 1995-2001. Information obtained from Committee for Children brochure, 2002 (see attachment).6 Van Schoiack-Edstrom, L., Frey, K.S., and Beland, K. (2002). “Changing Adolescents’ Attitudes About Relational and Physical Aggression.” School Psychology Review, 31, 201-216.7 McMahon, S.D., and Washburn, J.J. (2003). “Violence Prevention: An Evaluation of Program Effects with Urban African-American Students.” Journal of Primary Prevention, 24, 43-62

1111

Help is Down the Hall1

n a recent afternoon, while driving back from an interagency conference on collaboration and networking for the betterment of our youth, I hear that familiar

‘doink!’ sound coming from my phone, which means that there is another email in my LAUSD account. One of our IMPACT coordinators is asking for help! The issue: an increase in drug use among students at her school due to easy access to money, sibling influence, and parents with cavalier attitudes, particularly toward alcohol and pot. These parents are enabling their children’s use of these drugs by not fully grasping the nature of these gateway drugs and thereby not talking to them about the dangers of early adolescent use.

The Core ProgramsHealth Education Programs, a department of the Student Health and Human Services division, has a number of prevention and early intervention programs serving all students K-12. Our elementary core programs in grades K-6 are Too Good for Drugs and Second Step. The former is comprised of 10 lessons with five interwoven components throughout the curriculum, including goal setting, decision- making, bonding with others, identifying and managing emotions, and communicating effectively.

While our middle school core programs continue with Too Good for Drugs and Second Step, we also

O

by Antonio Roque

1212

have Project Alert with key concepts such as motivating non-use, identifying pressures, and learning and practicing resistance skills. Another program in middle school is Positive Prevention, which addresses facts and myths related to the transmission of HIV, myths and stereotypes regarding persons with HIV/AIDS, and emphasizes the importance of abstinence from drug use. Positively Speaking is a very successful speakers’ program that helps students “put a real face” on the HIV/AIDS epidemic.

At the high school level, we have Project Toward No Drug Abuse (PTND). Developed by the University of Southern California through the support of research grants from the National Institute of Drug Abuse, PTND is a 12-lesson program that has as its objective the cessation or reduction of the use of cigarettes, alcohol, marijuana and hard drugs. It also provides information about the social and health consequences of drug use and addresses topics that include active listening, effective communications skills, and self-control, among others.

IMPACT is the Los Angeles Unified School District’s prevention and early intervention student assistance program for middle and high school students who exhibit behaviors related to possible substance use, violence, or other crises. The program is designed to provide students with the skills and support necessary to make positive life choices. The goals of the IMPACT program are to improve student achievement and attendance, provide students with coping skills, and develop resiliency. This is accomplished via school-wide awareness activities and education, as well as curriculum-based instruction for students who need additional support. The program is implemented and maintained by an IMPACT coordinator, a core team of teachers (including IMPACT facilitators), and other staff members at each school.

In the Response to Intervention (RTI) model of school supports & problem-solving process, our programs address the Tier 1 and Tier 2 of both the Academic Systems and Behavior Systems, as well as a providing a system of referral for students in need of the Tier 3: Intensive Interventions.

In the Evaluation of the IMPACT Program: 2005-062 Report, by the District’s Research Unit, it was found in the Summary of the Effectiveness of IMPACT that “the program did result in an increase of social-emotional skills in students. In addition, results suggest that student use of alcohol, tobacco, and other drugs also decreased.” It was further concluded that the social-emotional skills gained may indirectly help their academic learning.

Our ChallengeDespite the valiant efforts—especially during these trying times—of teachers, counselors, administrators, and other school personnel to create and foster a school environment where students can learn, there are too many who are still failing. There are others still who are ‘succeeding’ in school by passing all their classes, but it’s evident by the expression on their faces, by the sad look in their eyes, by their withdrawal from socializing and interacting with others, by their silent suffering, that they too, eventually will fall between the cracks if their issues are not attended.

For many of these students, it’s not the school environment; it’s not incompetent teachers, nor is it a lack of intellect. For many of these students who continue to fail or are in danger of failing, it is the sad fact of living with a drug or alcohol dependent parent, and the emotional upheaval that comes with such a fact. How can they concentrate? How can they learn? How can they socialize and interact positively with others in the classroom or get involved in extracurricular activities?

According to a recent study by The National Center on Addiction and Substance Abuse at Columbia University, “children of alcohol and drug abusers are at increased risk of accidents, injuries, and academic failure. Such children are more likely to suffer conduct disorders, depression, or anxiety, conditions that increase the risk children will smoke, drink, and use drugs.” Further, the 2007 Youth Risk Behavior Survey found that 13.4% of students seriously considered attempting suicide, and 8.1% attempted suicide.

Our challenge is difficult, to say the least, but certainly not impossible. And our programs are not an end in and of themselves, but rather a starting point. In order for the aforementioned programs to be effective and affective they need to be taught with fidelity, with the help of the entire school community.

In the spirit of the conference—which I was driving back from—it does have to do everything with collaboration in order to help our students, not only within the school site, but also from departments, like Health Education Programs, within the District that can provide support for school staff, parents, and students.

…So that call from the IMPACT coordinator has already taken the lead to provide support for the teachers, students, and parents of her school. A school-wide assembly on drug awareness has been scheduled for the beginning of the year, as well as

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implementing lessons on the dangers of adolescent drug use during their advisory period, and I’ll be working with their parent organization to begin a series of parent workshops that will focus on drug education and the importance of communication and role modeling.

1 Help is Down the Hall is the title of SAMHSA’s handbook on student assistance programs.2 The complete evaluation can be downloaded from the District’s website under the Research Unit office.

Antonio Roque IMPACT Adviser LAUSD--Health Education Programs Beaudry Building, 29th Floor 333 S. Beaudry Ave. Los Angeles, Ca 90017 (213) 241-3522 (213) 241-6956 Fax axr7173@lausd.net http://www.lausd.k12.ca.us/lausd/offices/hep/index2.html

Shiwonda Wynn

Sakhalin Finnie

The Career Ladder welcomes Sakhalin Finnie as a Teacher Adviser. Sakhalin has a Master’s of Science in Educational Counseling with a Pupil Personnel Services Credential for School Counseling from National University. She also has Dual Bachelor degrees in Chemistry from Southern University and Chemical Engineering from Louisiana State University. Before becoming a teacher, Sakhalin worked as an environmental test engineer. After working as an Engineer for several years, Sakhalin became a science teacher for LAUSD. Sakhalin is a NASA/MASTAP (Minority University Math, Science and Technology Award for Teacher Education Program) science ambassador. Through MASTAP Sakhalin was able to access NASA’s educational resources to better teach her students. The MASTAP, seeks to increase the number of certified mathematics, science, and technology teachers who are employed and retained in high-need schools. She worked at Harbor Teacher Preparation Academy for five years before eventually joining the Career Ladder Office. It is her hope that she can encourage and assist many LAUSD graduates to become teachers and mentors.

After four years of verifying membership eligibility, managing the website and designing the layout of THE LADDER magazine, we bid farewell to our Administrative

Analyst, Shiwonda Wynn. The Career Ladder Office sends best wishes to her as she joins the Department of Employee Relations.

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As a former athlete, coach and athletic director, I learned early on the importance of our

schools providing various avenues by which a certain segment of students are motivated to come to school. Almost everyone I know can relay the story of a student who stayed in school when he or she otherwise wouldn’t, due to the infl uence of a caring coach, and a cadre of teammates that provided the connection to school, and a reason to stay in school. Whether it is the football team, the drill team, the tennis team, the forensic team or the Academic Decathlon team, the power of experiencing success in an activity and the camaraderie of the members of a team are unique and invaluable measurements in determining the future success of students.

Studies have shown that students who participate on athletic teams and in other activities attend school from 6-10 days more, have higher grade point averages and higher graduation rates than those students who do not participate in extracurricular activities. In addition, in one particular study done by the School of Education at East Carolina University in collaboration with the North Carolina High School

Athletic Association, the drop-out rate for athletes was a miniscule 0.6 percent, while the corresponding percentage for non-athletes was 10.32 percent. Participation in student activities has proven over and over again to be a signifi cant factor in the success of current high school students. A Harvard Educational Review article in 2002 found that participation in extracurricular activities in high school appeared to be one of the few interventions that benefi t disadvantaged students – those less served by traditional education programs - as much or more than their advantaged peers.

Although the new trend in education has become that of the “small learning community”, I would argue that the reality is that the original “small learning community” was, in fact, a high school athletic team. The lessons learned within this structured environment of acceptance and goal orientation are unparalleled. It is these small group experiences that offer students one more reason to come to school, go to class, and ultimately stay in school and graduate. In terms of prevention programs for student success, I’d say that this is an outstanding drop-out prevention program.

by Barbara Fiege

1515

When I was in the classroom I thought I had it tough trying to convince my skeptical students that Algebra is an essential life skill. Thankfully, they saw the light and I enjoyed many years of teaching my favorite subject.

Now, as an administrator, I am charged with ensuring that all members of our school communities are safe, supported, and respected on campus. This is indeed a lofty goal, but one for which the Offi ce of Human Relations, Diversity and Equity (OHRDE) is passionately committed.

Our mission is simple yet complex: support schools as places where staff, students, families and community members feel safe, secure, and engaged in learning. We envision school communities that bond over a shared vision of enhancing student achievement instead of polarizing over perceived differences.

To accomplish this, we draw upon human relations theories and strategies that help foster understanding, and eliminate bullying, prejudice and marginalization. Human relations looks at people and situations in the context of intricate social relationships with multiple objectives rather than a simplistic binary perspective of “good guys” versus “bad guys’ Confl icts can occur when people in these systems have confl icting agendas, strategies, communication styles, or assumptions.

The relationships among adults on a campus can be the most reliable litmus of a school climate. Adults form the structural foundation of a school. In our focus on the students, we sometimes neglect to nurture the adults. It is as important to extend the same respectful treatment for our colleagues as we expect of our students. A sense of family helps the adults as well as the students.

The Tool of Listening: Eyes, Ears and Heart

Cultivate Relationships With Your Colleagues.

When students feel that the adults on campus care about them, they have signifi cantly higher rates of school engagement. When adults feel their colleagues care about them, they have signifi cantly higher rates of job satisfaction and reduced levels of stress. Nurture those relationships – everyone will benefi t.

Assume Good Will.

The majority of problems that adversely impact schools stem from miscommunication. Members may be quick to anger if they believe an action was motivated by malice. Confl icts spiral as the parties struggle to defend their positions rather than pausing to listen. When disagreements arise (and they will) pause, refl ect, assume good will, then seek clarifi cation. Many times you’ll fi nd that it was just a simple misunderstanding.

Use Active listening.

More than anything, people simply want to be heard. The Chinese symbol for communication combines the symbols for ear, eyes, undivided attention, and heart. True communication calls upon people to listen with their eyes, ears and heart.

OHRDE offers support, professional development, mediation, and crisis intervention for students, teachers, school staff and parents. We have facilitated workshops and conferences on a wealth of topics that include: Bullying; Working with Sexual Minority Youth & Families; LGBT (Lesbian, Gay, Bisexual, Transgender); Child Abuse; Human Relations.

OHRDE is committed to providing excellent services to school communities. We can be contacted at 213-241-4170, judy.chiasson@lausd.net or holly.priebe-diaz@lausd.net.

by Judy Chiasson, PhD.

IT’S A MATTER O F C I V I L R I G H T S

S t u d e n t - o n -S t u d e n t H a ra s s m e n t :

Cristina was fl attered. Her fi rst week in her new high school and already a male student she hardly knew told her twice, in public, how great her fi gure was. After he repeated the comment several times, however, Cristina began to feel increasingly uncomfortable. She decided to ignore him. Later, the student and his friends began purposely bumping into Cristina in the hallway during passing periods and calling her names with sexual connotations.

The bumping incidents continually intruded upon Cristina’s ability to adapt to her new school and made it progressively more diffi cult for her to focus on her studies. She would sometimes arrive at her classes late and emotionally upset. Cristina was no longer an ordinary student, but instead, an unwilling part of a major underground drama. At a time when she would have preferred anonymity, she was becoming publicly sexualized, a walking icon of misplaced amorous attentions. Now Cristina has chosen to share her problem with you, an educator in whom she believes she can trust. How are you going to respond?

One thing for certain is that doing nothing is always the wrong response. A survey conducted by the American Association of University Women (AAUW 2002) on students in 8th through 11th grade reveals that 83% of girls and 78% of boys have experienced sexual harassment at school that interfered with their academic performance and emotional and physical well-being. Sadly, most targets of peer sexual harassment are unlikely to come forward and complain to school personnel. If they do, and are ignored or not taken seriously, they rarely look for someone else to whom they can complain. So you may be Cristina’s fi rst and only hope to resolve her dilemma.

Preventing and remedying sexual harassment in our schools are two of the most important things we can do to ensure a safe environment in which our students can learn. School personnel who understand their obligations under Title IX of the Education Amendments of 1972 and California Education Code § 220, understand that they are in the best position to prevent harassment and to lessen the harm to students if, despite their best efforts, sexual harassment occurs.

You are in the best position

to prevent harassment of your students

and to lessen the harm to them if, despite your best

efforts, sexual harassment

occurs.

by Kevin O’Connell

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What is student-on-student sexual harassment?

In order for educators to fulfi ll their responsibility to prevent sexual harassment and intervene directly when it occurs, they must understand what kinds of behavior constitute sexual harassment. Student-on-student sexual harassment is typically categorized as hostile environment sexual harassment, where unwelcome conduct of a sexual nature is considered so severe or pervasive and offensive that it deprives the target of equal access to educational opportunities or benefi ts. The denial to an individual student of an equal educational opportunity as guaranteed by the California Constitution and the United States Constitution constitutes serious state and federal civil rights violations.

Sexual harassment can take different forms, depending on the harasser and the nature of the harassment. Both male and female students can be targets of sexual harassment and the harasser and the target can be of the same sex.

So what behaviors might constitute student-on-student sexual harassment? According to the Offi ce for Civil Rights (OCR), if male students repeatedly taunt a female peer about her breasts, that conduct might constitute a hostile environment. However, a comment from one student to another indicating that she has a nice fi gure probably does not. Similarly, a simple request for a date would not create a hostile environment, but persistent requests in an intimidating or threatening manner might. In Cristina’s case, the fi rst public comments about her fi gure did not constitute sexual harassment. But when the comments about her fi gure continued to the point of becoming pervasive and objectively offensive, they could conceivably be categorized as inappropriate conduct. When Cristina became targeted in a calculated campaign of physical harassment and intimidation in the hallways by a self-styled “posse” of male students, the conduct likely rose to the level of hostile environment sexual harassment.

How do you r e spond?So how are you going to respond to Cristina’s complaint? Depending on the circumstances, there may be more than one way to respond to a student’s complaint of harassment. The important thing is for school employees to pay attention to the school environment and not hesitate to respond to sexual harassment in the same reasonable, commonsense manner as they would to other types of serious misconduct. OCR stresses the importance of using “common sense and judgment” in defi ning sexual harassment so that schools do not overreact to simple acts of childish behavior or immature conduct.

Cristina’s allegations involve serious misconduct that goes far beyond simple acts of childish behavior or immature conduct. You will need to promptly report Cristina’s allegations to your school’s Title IX Complaint Manager. Did you know every school must have a Title IX Complaint Manager? Do you know who your school’s Title IX Complaint Manager is? Title IX Complaint managers are responsible for coordinating a school’s efforts to comply with and carry out its Title IX responsibilities. They must have adequate training in sexual harassment prevention and response and they must be able to explain the operation of the District’s Uniform Complaint Procedure.

Of course, the best way to deal with sexual harassment is to prevent it from occurring in the fi rst place. School-site personnel play an integral role in disseminating the District’s nondiscrimination policies through its bulletins, the Parent Student Handbook and the Students Know Your Rights Title IX/Nondiscrimination brochures. As a school-site educator, you can make sure the District’s anti-harassment policy is reaching members of your school community. You might also volunteer to help your administration assess your school climate to determine the prevalence and types of harassment that may exist and the potential for hate motivated violence on your campus. You can become familiar with your school’s specifi c measures for reporting, investigating and responding to allegations of harassment, before, not after, sexual harassment is reported to you. You may be able to use the District’s Second-Step curriculum and other pedagogical strategies to foster students’ respect and appreciation for diversity.

Finally, your are in the best position to send the unequivocal message to your students that sexual harassment will not be tolerated at your school when you make sure students like Cristina are taken seriously and not ignored. You are in the best position to prevent harassment of your students and to lessen the harm to them if, despite your best efforts, sexual harassment occurs. After all, it’s a matter of your students’ civil rights.

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EFFECTIVE CLASSROOM MANAGEMENT SKILLS

Research fi nds that disruptive behavior in the classroom is a signifi cant reason why new teachers leave the profession. (tqsource.org, 2009) Many new teachers fi nd classroom management a challenge. Teachers who do not have appropriate classroom management skills cannot teach effectively. TDAS effective classroom management training and techniques positively impact their students’ disruptive behavior and decrease teacher attrition. TDAS reports an 87.5% retention rate of new teacher graduates in their fi fth year in the profession. Its focus on classroom management skills creates a ripple effect – less disruptive classrooms equals increased teacher retention rates.

ESTABLISHING SAFE CLASSROOMS

Throughout the program cycle, TDAS participants receive constant encouragement to maintain safe classroom learning environments. Its programs paint clear pictures of what positive behavior supports and interventions look like during classroom instruction.

Beginning teachers are trained to plan and implement a proactive rather than reactive response so learning thrives in their classrooms. During TDAS training sessions, participants get hands-on experiences using strategies and interventions to prevent problem behaviors by teaching students alternative behaviors. Teachers are encouraged to set high expectations for their students’ achievement and behavior, and clearly communicate these expectations to their students. Additionally, teachers model their expectations by how they organize their classrooms for learning and take time to recognize students’ positive behavior rather than reacting to misbehavior.

IMPLEMENTING POSITIVE CLASSROOM MANAGEMENT

TDAS, through its Subject Matter Preparation (SMP) Program, offers strategies to support beginning teachers as they focus on management techniques for launching a new school year. These sessions introduce participants to the basics of setting a positive classroom environment with rules, procedures, and reinforcement techniques. Teachers invest instructional time focusing on rules, procedures, and reinforcement strategies at the beginning of the year to establish and consistently maintain clear behavior expectations with their students.

Training Topics for New Teacher Success

LAUSD’s Teacher Development and Support (TDAS) unit provides practical topics for individuals earning

preliminary and clear teaching credentials and also supports students in reaching their highest potential.

Consequently, the TDAS graduates who complete their credentialing requirements are committed to their

diverse student populations, become effective instructional decision makers, are aware of their individual

students’ strengths and needs, and are able to maintain safe learning environments for students.

By Terri Kirkland, Ed. D.

PREVENTING BULLYING

According to the National Youth Violence Prevention Resource Center (SafeYouth.org, 2009), in a recent national survey, approximately 17% of students in grades 6-10 reported being the target of bullies. Bullying can lead the children and youth that are the target of bullying to feel tense, anxious, and afraid. It can affect their concentration in school, and can lead them to avoid school in some cases. Teacher Development and Support trains beginning teachers to combat bullying by maintaining safe, learning environments.

During the fi rst and second year District Intern (DI) Preparation Program, interns receive more in-depth training that includes preventing bullying in their classrooms. Interns move from managing their students’ behaviors to use of intervention strategies and supports. Beginning teachers get to know their students through observation. With the data they gather, they learn to anticipate student behavior in various environments. Additionally, teachers learn about their students’ cultures and communities. This information is utilized to develop and implement lesson plans that connect to their students’ prior knowledge to teach them social skills and self-management strategies. Through the above processes, new teachers prevent problem behaviors by teaching alternative behaviors. Thus, they create a safe learning environment that empowers all students to take proactive roles in their classroom, school, and community.

DEVELOPING A TEACHING FRAMEWORK

Having completed their preliminary credential and working towards their clear credential, the District Intern Induction Program and Beginning Teachers Support and Assessment (BTSA) Program facilitate participating teachers to develop their Context for Teaching through the Formative Assessment for California Teachers (FACT) training. FACT engages the teachers in an inquiry process which includes examining their classroom environment for physical, cognitive, and socio-emotional safety to create a fair and respectful climate for learning. This process involves the teachers gathering information about their students and schools. Teachers are then able to discuss with their support provider how they will make decisions to maintain a safe learning environment. Support providers observe their participating teachers in their classrooms and give them feedback to ensure that the participating teacher is on the right track. The BTSA program offers specifi c workshops in which the teacher participants learn to identify and combat bullying behavior at the school site.

INSTILLING A PROACTIVE APPROACH

During TDAS Teacher Training Academy (TTA) six-week orientation for new district interns, beginning teachers are introduced to classroom management theory, strategies and techniques. The TTA uses the Conversation Help Activity, Movement Participation curriculum, also known as CHAMPS, and teaching practicum to train the new teachers to be proactive in their approach to classroom management. CHAMPS is a collection of practical materials that facilitates the establishment and maintenance of a “safe and civil” classroom setting which will enhance student engagement and learning (R. Sprick, CHAMPS, 1998). Additionally, interns get the opportunity to integrate theory, strategies and techniques into their lesson planning and fi eld work.

The Teacher Development and Support (TDAS) offers links to Behavior Management resources through their website at http://www.lausd.net/lausd/offi ces/di/BTSA/. Resources offer educators assistance in running an organized, teacher-in-charge classroom environment. The resources listed include: Assertive Discipline, Behavior Management Strategy Index, PBS Teacher Source, Positive Behavioral Intervention and Supports, and You Can Handle Them All.

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GPA REQUIREMENTSCareer Ladder participants need to be aware that there is a grade point average (GPA) requirement for entrance into teacher education programs at all universities. Anyone with a GPA below 2.75 requesting tuition reimbursement will be required to see a Career Ladder On-Campus Advisor about their options before tuition reimbursement is approved.

APPLICATIONTo become a member, please visit JOIN NOW on our website at: www.teachinla.com/ladder.

Career Ladder participants are LAUSD employees in Bargaining Units B or F with one of the following educational goals: • completion of 60 units; • an Associate of Arts degree; • a degree that will lead to a job in teaching, counseling, or school psychology, or • a teaching credential.

FOREIGN EVALUATIONS OF TRANSCRIPTSCareer Ladder participants who have completed the equivalent of a bachelor’s degree or higher are charged $25 to have their foreign transcript evaluated. For an application or for more information, call the Career Ladder Offi ce.

PERFORMANCE ASSESSMENTSPerformance Assessments (PAs) are used to verify profi ciency in performance areas related to teaching. Completion of PAs is a requirement for movement from one Ladder Level to the next. Completed PAs, along with the number of units completed at a college or university, determine Ladder Level and the amount of Tuition Reimbursement awarded.

Please remember the following:

* PAs are only accepted one at a time and in order; * PAs are required to receive Career Ladder support for test-preparation reimbursement, scholarship awards, and hiring assistance; * PAs must be submitted and approved 2 weeks prior to the tuition reimbursement deadline to apply for the ladder level; * Performance Assessments can be obtained online at:

www.teachinla.com/ladder/FinancialAid/DownloadForms/tabid/86/Default.aspx.

BECOME A MEMBER

CA

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IES

GOT JOB SECURITY? Want to continue to make a difference in children’s

lives? Want to be INDISPENSABLE to your school

district? Become a Special Education Teacher!

The Education Department at Mount St. Mary’s Collegeis offering a special credential and Master’s program.

• Preliminary Mild/Moderate K-12 Teaching Credential• Professional Mild/Moderate K-12 Teaching Credential• Special Education Master’s Degree• Weekend and Evening Classes• Small Classes and Highly Qualified Instructors• Individualized Attention

For More Information:visit www.msmc.la.edu/EDU2 or call 213.477.2800Contact the Director of Special Education directly at ktang@msmc.la.edu

Need Advisement?

EDUCATIONAL ADVISEMENT Career Ladder on-campus advisors are available to Career Ladder participants. You do not need to be enrolled at the school to seek advisement. These advisors can help guide you on the right path. Call an on-campus advisor and schedule an appointment. Be sure to bring a recent copy of all college transcripts.

On-Campus Advisors

CSUDH Cal State University, Dominguez Hills Undergraduate/Graduate/Liberal Studies and TED

Nancy Maruyama (310) 243-3832

CSUN Cal State University, Northridge Undergraduate students call (818) 677-3300

Graduate students call (818) 677-3002

CSULA Cal State University, Los Angeles Nicole Cravello (323) 343-4342

King Hall, Room D-2078 ncravello@calstatela.edu

CSULB Cal State University, Long Beach Jan Condou (562) 985-1765

Education 1, Room 64 condouj@csulb.edu

National University Los Angeles Campus Christopher Page (310) 662-2012 Debbie Magana (310) 662-2006

Sherman Oaks Campus Diana Guillien (818) 817-2465 Melissa Pinkerton (818) 817-2464

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WHAT LADDER LEVEL AM I ON?WHAT LADDER LEVEL AM I ON?

TUITION REIMBURSEMENT RATES

SEMESTER UNITS QUARTER UNITS

1-6 7 or more 1-8 9 or more

LEVEL 5 $30.00 per unit

$60.00 per unit

$20.00 per unit

$40.00 per unit

LEVEL 4 $25.00 per unit

$50.00 per unit

$17.00 per unit

$33.00 per unit

LEVEL 3 $20.00 per unit

$40.00 per unit

$13.50 per unit

$26.50 per unit

LEVEL 2 $8.00 per unit

$10.00 per unit

$5.50 per unit

$7.00 per unit

LEVEL 1 $5.00 per unit

$7.00 per unit

$3.50 per unit

$4.75 per unit

REIMBURSEMENT DEADLINE

TERM ALL PAPERWORK DUE

SPRING September 30

SUMMER December 31

FALL March 31

WINTER May 31

CBEST REIMBURSEMENTThe Career Ladder offers reimbursement for current CBEST registration fee, up to two times, to participants at Ladder Level 2 or above. CBEST Test Reimbursement forms are available online: www.teachinla.com/ladder/FinancialAid/TuitionReimbursement/tabid/68/Default.aspx.

TUITION REIMBURSEMENTTuition reimbursement is given to Career Ladder participants for courses leading to a degree or credential for which a grade of C or better is received.

The amount of tuition reimbursement is determined by both the Ladder Level of the participants and the number of units successfully completed in a particular semester or quarter. NOTE: Any Level 3, 4, or 5 participant who takes a community college course will be reimbursed at Level 2 amounts.

In order to receive a prompt tuition reimbursement, the following must be submitted and approved prior to the deadlines: * Tuition Reimbursement Request Form (complete); * Current unoffi cial transcripts signed by a campus advisor OR offi cial transcripts; * Completed Advisement Form (if necessary);

The reimbursement rates and deadlines for tuition reimbursement are listed.

REIMBURSEMENT

All forms are available for download from the Career Ladder website:

CA

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LA

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LEVEL EDUCATIONAL BENCHMARKS PERFORMANCE AREA

5- Completed B.A. or B.S.- Enrollment in a Teacher Education Program

Completed Performance Assessment #4 - Delivery of a lesson plan prepared by teacher and participant

4 - 90 semester or 135 quarter units completedCompleted Performance Assessment #3 - Introduction to Lesson Planning - Instructional Assistance

3- 60 semester or 90 quarter units completed- University enrollment- Declaration of credential to be pursued

Completed Performance Assessment #2 - Behavior Management - Student Supervision

2 - 12 semester or 18 quarter units completed

Completed Performance Assessment #1 - Knowledge of Programs and Policies - Communication Skills - Basic Classroom Organization

1 - High School Diploma

www.teachinla.com/ladder

2323

LAUSD Career Ladder HONORS Paraeducators and Teachers

The LAUSD Career Ladder is now accepting nominations for its 2010 Paraeducator of the Year Awards. The winners will receive a $300.00* stipend and recognition plaque. This year the awards include the following categories:

Early Childhood Paraeducator of the Year

Paraeducator of the Year

Special Education Paraeducator of the Year

Teacher of the Year (Honoring Career Ladder Alumni)

Nomination process: 1) Complete the Nomination form located at www.teachinla.com/ladder “Para of the Year 2010

Nomination Form” 2) Attach a one page (maximum) essay which demonstrates why the nominee is exceptional. The

Selection Committee is looking for individuals who embody one or more of the following attributes:

Inspire students of all backgrounds and abilities to learn Communicate well with students, staff, parents and other community Actively participate in professional development Contribute innovative and unique strategies that provide for quality education Have a unique quality that makes them invaluable to the school community

3) Nominations are due by 5 pm on Friday, April 30, 2010

Please submit the nomination form and essay to us via fax (213 241 8465), school mail:Career Ladder Office, 15th Floor, Beaudry Bldg. or email: ladder@lausd.net.

* Monetary awards donated by sponsors.

$300.00

NOMINATIONS NOW BEING ACCEPTED ONLINE:

www.teachinla.com/ladder “Para of the Year 2010 Nomination Form” Due by 5:00 pm Friday, April 30, 2010

Scholarship TALK

Joe Ryan

Joe Ryan is the Career Ladder Specialist who manages the Career Ladder Scholarship (formerly known as the CSPTTP Scholarship). He also advises participants about teacher credentialing options and informs individuals about additional fi nancial aid options.

2525

What’s new on the fi nancial aid horizon for future teachers?Career Ladder staff strongly encourage members to consider two options: 1) Join the TEAMS Americorps program ($10K); and 2) Take advantage of FAFSA’s Teach grant that provides $4K annually. (Additional information can be found on the C/L website’s Financial Assistance dropdown menu.)

An advantage of the TEAMS grant voucher is that it can be activated up to 7 years after a member has earned the voucher credit. This means that individuals who wish to pursue a graduate degree or an additional/supplementary credential, can use the TEAMS voucher later rather than sooner, especially given the fact that graduate fi nancial aid is limited and hard to receive. FLASH: The TEAMS program is increasing its grant award from $4,725 to $5,000+ annually, beginning March 2010. TEAMS applications are accepted annually every March, and close every July. Check out this website for further information: www.teamsusf.org.

The FAFSA Teach grant is also a “best kept” fi nancial aid secret for future teachers. Surprisingly, this grant does not have a maximum income ceiling as one would expect (given that it is managed by FAFSA -Free Application for Federal Student Aid). For the many Career Ladder Scholarship participants who have a GPA of 3.25 or higher, the C/L strongly recommends applying for this grant in order to qualify for its annual $4,000 award. What’s also advantageous about this Teach grant is that an individual can be either an undergraduate or graduate student pursuing a teaching credential. Check out this website for further information: http://www.fafsa.ed.gov/.

What is the policy for Career Ladder Scholarship graduates who owe service but can’t fi nd a job?The Career Ladder Scholarship’s funder, the California Commission on Teacher Credentialing, has altered its policy to adjust to the current job recession situation. All scholarship participants are expected to complete their credential as agreed to, in a timely manner; participants who don’t complete their credential in a timely manner and are dropped, are obligated to pay back all scholarship monies received. Scholarship participants who graduate and are unable to fi nd work either with LAUSD, another California public school district, or a California public charter school need to inform and document the C/L Offi ce of their attempt to fi nd work.

What does the Career Ladder Offi ce recommend new scholarship graduates do upon completing their teaching credential?New Career Ladder Scholarship graduates are encouraged to contact me (Joe Ryan) for next steps in their job search. These steps include: preparing for an interview, job search tools, dress for success recommendations, and other LAUSD teaching options especially for preliminary multiple subject credential holders fi nding it diffi cult to secure a job. The service credit owed by new graduates can be fulfi lled by working as a teacher of record in LAUSD or another public school district, or, if qualifi ed, in a public school district’s adult school division, a public charter school, an early child development (pre-school) site, or substitute teaching.

333 South Beaudry Ave., 15th FloorLos Angeles, CA 90017www.teachinla.com/ladder

FIRST CLASS U.S. POSTAGE

PAIDLOS ANGELES, CAPERMIT NO. 22194