SYSTEMIC INTERVENTIONS IN SCHOOLS Presentation Of A Model SYSTEMIC INTERVENTIONS IN SCHOOLS...

SYSTEMIC INTERVENTIONS SYSTEMIC INTERVENTIONS IN SCHOOLSIN SCHOOLS

Presentation Of A ModelPresentation Of A ModelJournée régionale – le 20 février 2009

Family and School Support and Treatment TeamFamily and School Support and Treatment TeamStudent ServicesStudent ServicesLester B. Pearson School BoardLester B. Pearson School Board

Nathalie ConstantJanis DaviesCindy Finn Maureen HuntRita McDonoughLaura MoscaScott Waugh

WelcomeWelcome

A Model – FSSTT – Historical/Philosophical – overview

– Questions/Discussion How is this integrated? – Resource Team

– Questions/Discussion FSSTT Tech Role

– Questions/Discussion T.I.E.S. – Overview

– Questions/Discussion Professional Development Model – Building Capacity in

School Community

– Questions/Discussion Research Overview

– Questions/Discussion Closure

“ “A Model”A Model”

FSSTT Overview Historical Philosophical

BeginningsBeginnings

Established Fall 1995 3 year pilot McConnell Foundation Dr. Mounir Samy

5 schools - 4 Elementary - 1 High School Early Intervention Research

Dr. Richard Tremblay – Université de Montréal Expanded to 7 Elementary - 1 High School by the year

2000 Currently

15 Elementary Schools 5 High Schools

WHO IS THE FSSTTWHO IS THE FSSTT??

Actually, each professional involved in the life of a referred student is a member of the Treatment Team and part of the intervention plan.

The multi-disciplinary team consists of a Coordinator/Consultant, a Child Development Specialist, two Psycho-educators, Family Therapist, Art Therapist, Itinerant Social Aide Technician, and the part time services of psychiatrists and psychologists.

The Core Team consists of a Social Aide Technician working in each of the schools with the resource team.

Additional Natural Extensions of the team are the school psychologists, Student Services personnel, resource and classroom teachers, CLSC social workers, nurses, and outside professionals.

FSSTT FSSTT 2008 – 2009 2008 – 2009

Communication Links – OrganogramCommunication Links – Organogram

ORCHARD ACADEMY Psychologist

FSSTT Social Aide TechSpecial Needs Consultant

RIVERVIEW

SPRINGDALE

ST. LAWRENCE ACADEMY JR.

ST. LAWRENCE ACADEMY SR.

ORCHARD ACADEMY Psychologist

FSSTT Social Aide TechSpecial Needs Consultant

RIVERVIEW

SPRINGDALE

ST. LAWRENCE ACADEMY JR.

ST. LAWRENCE ACADEMY SR.

COORDINATOR COORDINATOR

CO-COORDINATOR CO-COORDINATOR

MULTIDISCIPLINARY TEAM

PsychiatristFSSTT ConsultantsPsycho-Educators

PsychologistsItinerant Social Aide Tech

Art Therapist (TIES)Family Consultant (TIES)

MULTIDISCIPLINARY TEAM

PsychiatristFSSTT ConsultantsPsycho-Educators

PsychologistsItinerant Social Aide Tech

Art Therapist (TIES)Family Consultant (TIES)

CLEARPOINT

EDGEWATER

GREENDALE

MEADOWBROOK

PURCELL ACADEMY

ST. PATRICK

CLEARPOINT

EDGEWATER

GREENDALE

MEADOWBROOK

PURCELL ACADEMY

ST. PATRICK

BEURLING

LCCHS

LAKESIDE ACADEMY

LPHS

RIVERDALE

BEURLING

LCCHS

LAKESIDE ACADEMY

LPHS

RIVERDALE

ALLION

BISHOP WHELAN

SUNSHINE

THORNDALE

ALLION

BISHOP WHELAN

SUNSHINE

THORNDALE

FSSTT Link Person FSSTT Link Person

FSSTT Link Person FSSTT Link Person

Global ObjectivesGlobal Objectives

Professional Development for school personnel in the area of socio-emotional development of the child

To provide Therapeutic Support to students and their families both in the school and in the home where appropriate

Specific ObjectivesSpecific Objectives

To improve the well being of the child

To increase the child’s self esteem and self worth

To decrease the stigma and marginalization of the child

To assist the child to understand the problem

Specific Objectives cont’d.Specific Objectives cont’d.

To assist teachers in understanding the nature of the child’s difficulty by:

– Recognizing and accepting the relevance of the concept of psycho-social maladjustment

– Developing an understanding of the systemic approach to social-emotional maladjustment

Specific Objectives cont’d.Specific Objectives cont’d.

Becoming familiar with and recognizing the indicators of psycho-social maladjustment

Developing interventions and techniques to assist teachers

Modifying environmental variables to accommodate the needs of the child

Underlying ObjectivesUnderlying Objectives

System Change - Ecological Approach

Moving toward creating Therapeutic Environments in our schools

Questions/DiscussionQuestions/Discussion

How is this integrated?How is this integrated?

Resource TeamResource Team

FUNCTION

HUB:

Re: delivery of services to students in need

Provide support for classroom teachers

Resource TeamResource TeamPURPOSE

Review the record of teaching strategies (RTS) already in progress

Brainstorm additional strategies with multi-disciplinary group

Develop a collaborative approach to problem-solving

Facilitate communication within the school, with parents, with other professionals involved

Carry out referral processes for consultation, assessment, or identification of special needs

CHILD/FAMILYCHILD/FAMILY

CLASSROOM TEACHER

SOCIAL AIDE TECH

SOCIAL AIDE TECH

Resource TeamResource TeamSCHOOL SOCIAL

WORKER

SCHOOL SOCIAL

WORKER

SCHOOL PSYCHOLOGIS

TSSD

SCHOOL PSYCHOLOGIS

TSSD

PRINCIPALPRINCIPAL

SCHOOL RESOURCE TEACHERS

SCHOOL RESOURCE TEACHERS

OTHER PROFESSIONAL

S

OTHER PROFESSIONAL

S

NURSE CLSC

NURSE CLSC

INTEGRATION AIDE

INTEGRATION AIDE

FSSTTFSSTT

ProcessProcess

Problem solving - use of brainstorming; 30 minute problem solving model (Porter)

Follow-up:– Review and assess action plans

– Revise if needed

Referral process:1. Resource Team general referral

2. FSSTT intervention specifically

RESOURCE TEAMRESOURCE TEAMRESOURCE TEAMRESOURCE TEAM

TEACHERRESOURCE TEAM

Problem solving developing a plan at school

REFERRAL TO STUDENT SERVICESIn-school psychologist development

of an intervention plan and/or assessment referral

FSSTTREFERRAL

SOCIAL WORKREFERRAL

HOSPITALREFERRAL

OTHERPROFESSIONALS

REFERRAL

TEACHERTEACHER

RESOURCE TEAM

problem solvingdeveloping a plan

at school

RESOURCE TEAM

problem solvingdeveloping a plan

at school

REFERRAL TO STUDENT SERVICES

in school psychologistdevelopment of an interventionplan and/or assessment referral

REFERRAL TO STUDENT SERVICES

in school psychologistdevelopment of an interventionplan and/or assessment referral

FSSTTREFERR

AL

FSSTTREFERR

AL

SOCIAL WORKREFERRAL

SOCIAL WORKREFERRAL

HOSPITAL REFERRALHOSPITAL REFERRAL

OTHERPROFESSIONALS

REFERRAL

OTHERPROFESSIONALS

REFERRAL

TYPE IINTERVENTIO

NBehaviour ResourceON-SITE

PRO-ACTIVE

TYPE IINTERVENTIO

NBehaviour ResourceON-SITE

PRO-ACTIVEPROBLEM SOLVING & FURTHER

DEVELOPMENT &

AUGMENTATION OF PLAN AT

SCHOOL

PROBLEM SOLVING & FURTHER

DEVELOPMENT &

AUGMENTATION OF PLAN AT

SCHOOL

TYPE IIINTERVENTION

DIRECT CONSULTATION WITH TEACHERS

AND SCHOOL PERSONNEL WITH

M.D. TEAM AND PSYCHIATRIST

TYPE IIINTERVENTION

DIRECT CONSULTATION WITH TEACHERS

AND SCHOOL PERSONNEL WITH

M.D. TEAM AND PSYCHIATRIST

TYPE III INTERVENTIONPSYCHIATRIC FAMLY

ASSESSMENT, ADDITIONAL INFORMATION, PSYCHOSOCIAL ASSESSMENT (FAMILY AND OR

CHILD) INTERVENTION PLAN HOME AND SCHOOL

TYPE III INTERVENTIONPSYCHIATRIC FAMLY

ASSESSMENT, ADDITIONAL INFORMATION, PSYCHOSOCIAL ASSESSMENT (FAMILY AND OR

CHILD) INTERVENTION PLAN HOME AND SCHOOL

Referral Process to the FSSTT Referral Process to the FSSTT InterventionIntervention

Summary of ConsultsSummary of Consults

TypeTypeIIII

Type Type IIIIII

Type Type IV IV TOTALTOTAL

409409 116116 6767 592592

Questions/DiscussionQuestions/Discussion

FSSTT Tech RoleFSSTT Tech Role

Role of the Social Aide Role of the Social Aide TechnicianTechnician

Child advocacy through: games, social skills, one on one discussions, groups, breakfast programs, recess and lunch support, conflict resolution, parent-child meetings

Set limits through relationship building Participate in the resource team

meetings Liaison with parents Support teachers in and out of class

IEP’s –writing, implementation and review Provide support for integration aides,

daycare, and lunch supervisors, as well as resources

Provide professional development to the school

Training of stagieres Establish/maintain links with outside

agencies Peer support meetings (POD) End of year report detailing their summary

of interventions

FSSTT LEGEND OF FSSTT LEGEND OF INTERVENTIONSINTERVENTIONS

1. On-going Individual Support

2. Social Skills

3. Anger Management Skills

4. Parent Meetings

5. Parent Telephone Contact

6. Home Visits

7. Transportation Runs

8. Recess Support

9. Lunch Support

10. In-Class Support

11. Crisis Intervention

12. Individualized Behavioural Modification

13. Homework Support

14. Consultation with Staff

15. Consultation with Parents

16. Family Therapy

Questions/DiscussionQuestions/Discussion

T.I.E.S.T.I.E.S.

(TThe IIntensification of EExisting SServices)

T.I.E.S.T.I.E.S.Systemic InterventionSystemic Intervention

Building capacity within the school Purpose:

Support emotional and behavioural needs

Professional Development for school staff

Support families

Implementation of T.I.E.S.Implementation of T.I.E.S.

Co-ordinated by school psychologist and FSSTT consultant

Implemented in 5 LBPSB elementary schools (Thorndale, Riverview, Purcell, St. Lawrence Sr., Orchard)

Need to enhance servicesNeed to enhance services Areas of Intervention

Academic Support (Resource Teacher) Behaviour Resource (FSSTT Tech) Therapeutic Intervention (Art Therapist) Family Support (Family Consultant) Assessments (Psychologist) Psychiatric Consults (FSSTT Staff

Psychiatrist) Consultations with Team (FSSTT

Consultant & Psychologist)

Procedures for Start UpProcedures for Start Up Setting the scene… Setting the scene…

Building T.I.E.S. in every school School buy-in School’s selection of students Meetings with individual parents Type II consults for each student T.I.E.S. team’s development of goals and

recommendations Resource teacher’s meetings with T.I.E.S.

students to discuss goals Weekly updates with T.I.E.S. team

Therapeutic InterventionTherapeutic Intervention

Delivered by Art Therapist Role:

Works with students individually/groups Observes classrooms Consults with classroom teachers and

team

How Art Therapy Benefits How Art Therapy Benefits T.I.E.S. StudentsT.I.E.S. Students

Provides an outlet for feelings Helps the development of personal

expression Enhances communication skills Addresses personal concerns at an

individual pace Reduces stress Helps build positive coping skills Helps build self-concept/identify and

self-esteem

Family SupportFamily Support

Delivered by Family Consultant Role:

Meets with T.I.E.S. team on weekly basis

Is in direct contact with parents Meets with teachers Liaises with outside

services/agencies

Psychiatric ConsultsPsychiatric Consults

Delivered by FSSTT PsychiatristRole:

Consults with classroom teachers and team

Meets with the T.I.E.S. team Consults with professionals

individually

Academic SupportAcademic Support

Delivered by Resource Teacher

Role: Direct academic skills

instruction Consultation with classroom

teachers and team Relationship building with

students

Direct Academic Skills Direct Academic Skills InstructionInstruction

Read level books

Personal dictionaries and word walls

High frequency words

Reading strategies

“Handwriting Without Tears’’ program

Consultation With the Consultation With the Classroom Teachers and Classroom Teachers and

TeamTeam

Weekly meeting with the T.I.E.S. team

Up-dates to classroom teachers

Colored cue card

Parent meetings

Relationship Building with Relationship Building with the Studentsthe Students

Set reasonable goals

Develop personal confidence

Check in/Breakfast Club

Work on organizational skills

Create a safe and special place

Student BenefitsStudent Benefits

Relationship buildingSocial skills Self-esteem Integration into the classroomSelf-awarenessCoping strategies and conflict

resolution

Family BenefitsFamily Benefits

Additional non-academic support Home visits Better communication Better relationship Liaison with community resources Bridge building

Staff BenefitsStaff Benefits

Empowered by feedback/Type II meetings

Professional Development opportunities

Extensions of positive relationshipsAcknowledging the work of teachers

Systems BenefitsSystems Benefits

Better communication

Better organizational skills

Better understanding of challenging behaviours

Reframing the needs of other students

Success Plan for SamSuccess Plan for Sam Developed life skills and support academic

needs Provided for teachers to meet with student

to develop personal relationship Neuropsychological assessment Mentored relationships with other adults Family involved in therapeutic intervention Art Therapy-a variety of projects Student’s plans and goals were reviewed at

weekly meetings

Safe and Special PlaceSafe and Special Place

General Strategies CardGeneral Strategies Card

Working on Organizational Working on Organizational SkillsSkills

The Tree PeopleThe Tree People

“I feel like I am falling sometimes.”

Note: The colour chosen by the student was a blue.

“I feel happy and on top!”

Note: The colour chosen by the student was a bright yellow and orange.

Questions/DiscussionQuestions/Discussion

Professional Development Professional Development Model: Model: 

  Building Capacity in the Building Capacity in the

School CommunitySchool Community

FSSTT TechFSSTT Tech

On-site weekly support Six month internships on a

multidisciplinary team at the Montreal Children's Hospital

Peer SupportPeer Support

POD Meetings

On-site visitation of techs in other FSSTT schools

Joint professional development sessions with Planning Room Techs

School ContributionsSchool Contributions

Workshops to school teaching staffs

Workshops to Daycare and Lunch Supervisor staffs

Participation in weekly Resource meetings

Case discussion and consultation with team psychiatrist

Tackling the ChallengeTackling the Challenge … …Jean DuckettJean DuckettJanna GillisJanna Gillis

Scott MacquistenScott MacquistenMario MazzarelliMario MazzarelliRita McDonoughRita McDonough

Gerry O’ReillyGerry O’ReillyNoella ParadisNoella Paradis

Monique ThirlwellMonique Thirlwell

Family and School Support and Family and School Support and Treatment TeamTreatment Team

FSSTTFSSTT

Creating Positive Environments Creating Positive Environments During Lunch and DaycareDuring Lunch and Daycare

Presenters: Jean Duckett - Itinerant Behavior ResourcePresenters: Jean Duckett - Itinerant Behavior Resource

Rita McDonough - Co-Coordinator FSSTTRita McDonough - Co-Coordinator FSSTT

Board ContributionsBoard Contributions

Newsletter

FSSTT Educational Library

Lecture series

Contributions to Other Contributions to Other Learning CommunitiesLearning Communities

University and CEGEP Teaching

Tackling the Tackling the Challenge:Challenge:

Our Graduates are Our Graduates are Now Your StudentsNow Your Students

Jean DuckettJean DuckettRita McDonoughRita McDonough

June 9, 2008June 9, 2008 Lester B. Pearson Lester B. Pearson School BoardSchool Board

Concordia UniversityConcordia UniversitySeminar in Child StudySeminar in Child Study

• School Systems and the Impact on School Systems and the Impact on Children with Behavioral ChallengesChildren with Behavioral Challenges

J. Scott Waugh MAJ. Scott Waugh MA

Bridging the Gap Between Teaching and Learning

Concordia UniversityEducation ConferenceFriday, October 15, 2004

Rita McDonough, M.Ed.

J. Scott Waugh, M.A.

Questions/DiscussionQuestions/Discussion

ResearchResearch

ResearchResearch Collaborative Research since 1997

School Board + University + Government CQRS, FQRSC Funding MEQ/MELS (Action Research)

Partners: – Dr. Nancy Heath, McGill University – Dr. Hariclia Petrakos, Concordia University – Dr. Cecile Rousseau, Montreal Children’s Hospital– Cindy Finn, LBPSB– Diane McLean-Heywood, LBPSB– Family and School Support and Treatment Team

Research QuestionResearch Question

What effect does a systemic, professional development oriented (school, family, child) model have on children, teachers, parents?

WHAT IS THE IMPACT OF THE FSSTT?

Program of ResearchProgram of Research Early Focus Group Study (1999-

2000)

Survey & Large Evaluation Study (CQRS, 2000-2002)

Follow-up Evaluation Study (FQRSC, 2003-05)

Impact on Community School Study (MEQ Action Research, 2003-04)

TIES Project Study (MELS Action Research, 2007-08)

Phase 1: Early Focus GroupsPhase 1: Early Focus Groups

Participants Staff from 6 schools with team services Divided into 4 groups (teachers, behavior resource,

resource teachers, principals)

Method Focus group facilitated by university researcher Parallel questions used for each group Group discussions audiotaped and transcribed Data analyzed with an open coding qualitative

approach to yield themes (Strauss & Corbin, 1990).

Emerging ThemesEmerging Themes

Team Roles Advantages and disadvantages Understanding of the child Changes (adult-child relationships, peer

relationships, within the child) Family-school collaboration Interagency collaboration Challenges and complexities Future Recommendations

Phase 2: Evaluative studiesPhase 2: Evaluative studies

Research lagging behind practice (opinion papers and anecdotal evidence)

Need for evaluative and comparative research

Survey StudySurvey Study Anonymous surveys of the teachers and

parents of children who were being followed by the FSSTT in 2 schools – (a) their satisfaction with the services of FSSTT – (b) their perceptions of the child’s

behaviour problem (severity, frequency, duration), social functioning, self-esteem, mood academic achievement

Sample = 36 children (29 boys, 7 girls, M = 10.8 years, SD = 1.2) were identified by the schools as having moderate to severe E/BD.

Parent Parent Survey Survey ResultsResults 76% reported positive changes in their child’s

behaviour 78% felt that the team helped them better

understand their child’s behaviour 61% reported that the team helped them

understand the complexity of the problem 86% felt the team provided them with the

support they needed 96% agreed that these children could function

in the regular classroom.

Teacher Teacher Survey Survey ResultsResults 55% of the teachers felt that the behaviour of

the children had improved 100% of the teachers felt that:

(a) the team had helped them understand the child’s behaviour(b) the team helped them appreciate the complexity of the problem

(c) the team provided them with the support they needed to work with the children.

93% of the teachers agreed that these children could function in the regular classroom.

Comparison StudiesComparison Studies (CQRS/FQRSC)(CQRS/FQRSC)

Comparison of FSSTT approach:

Change school environment (social & academic) to fit needs of the child (ECOLOGICAL)

with

Standard approach (range of services) Change the child to fit the school

environment (MEDICAL)

Comparative Study Comparative Study #1(CQRS)#1(CQRS)

Compare FSSTT schools to matched non-team control schools

What changes over time? (children, parents, teachers)

MethodologyMethodology Participants

– Selection of 6 LBPSB schools– Teacher nominations of children with behavior

problems – 227/1585 students were nominated (prevalence rate of

14%)– 139 children (gr. 1-6) were followed for 1 year

99 boys, 40 girls

3 conditions– 2 Established FSSTT schools (4 yrs +) = 57 students– 2 New FSSTT schools = 46 students– 2 “standard” services schools = 37 students– Testing at 2 time periods (October & May)

MeasuresMeasures Teacher Parent Child

Teacher Rating Form (TRF; Achenbach, 1991) Social Skills Rating System (SSRS; Gresham & Elliott, 1990) Self-Perception Profile for Children (Teacher Form; Harter, 1985) Teacher semi-structured interview

Child Behavior Checklist (CBCL; Achenbach, 1991) Social Skills Rating System (SSRS; Gresham & Elliott, 1990) Self-Perception Profile for Children (Parent Form; Harter, 1985) Parent semi-structured interview

Child Depression Inventory (Kovacs, 1992) Social Skills Rating System (SSRS;Gresham & Elliott, 1990) Self-Perception Profile for Children (SPPC; Harter, 1985) Wide Range Achievement Test (WRAT-3) Direct Observation Form (DOF; Achenbach, 1991) Youth Self-Report (YSR; Achenbach, 1991) Child Semi-structured interview

Self-reported Changes in Depression Self-reported Changes in Depression

Marginally significant improvement between conditions (p=.08)Marginally significant improvement between conditions (p=.08)FSSTT: FSSTT: 49.3 -> 45.2; Non-FSSTT: 49.3 -> 45.2; Non-FSSTT: 49.5 -> 47.549.5 -> 47.5

Condition by Depression (CDI)

43

44

45

46

47

48

49

50

1 2

Time

Me

an

CD

I Sc

ore

s

Team Schools

Non-Team Schools

Child self-report of problem behaviours

FSSTT: 56.0 -> 51.8 Non-FSSTT: 60.0 ->55.8 (p=.05)

Condition by YSR TOT

46

48

50

52

54

56

58

60

62

1 2

Time

Me

an Y

SR

TO

T S

core

s

Team Schools

Non-Team Schools

Parent report of behaviour problemsParent report of behaviour problems

FSSTT: 59.5 -> 56.0 Non-team: 65.5 -> 62.11 FSSTT: 59.5 -> 56.0 Non-team: 65.5 -> 62.11

Condition by CBCL TOT

50

52

54

56

58

60

62

64

66

68

1 2

Time

Me

an C

BC

LTO

T S

cor

es

Team Schools

Non-Team Schools

Teacher report of Internalizing Behaviour Teacher report of Internalizing Behaviour

FSSTT: 61.09 -> 60.08 Non-FSSTT: 60.81 -> 55.95FSSTT: 61.09 -> 60.08 Non-FSSTT: 60.81 -> 55.95

Condition by TRF INT

53

54

55

56

57

58

59

60

61

62

1 2

Time

Mea

n TR

FIN

T S

core

s

Team Schools

Non-Team Schools

ConclusionConclusionss

Behaviors change over time - Increase in observed depression with the decrease in personal experience of depression

Behaviors improved over the year 70% of students had significant

academic problems Relationships are key

Comparative Study # 2 Comparative Study # 2 (FQRSC)(FQRSC)

Further evaluate FSSTT– Compare FSSTT and non-team schools (6

schools) – Explored BD/LD comorbidity issue – Social support & problem solving – Relationship with Behaviour Resource

Followed a group of students with behaviour problems (N = 57 students: 27 FSSTT, 30 non-FSSTT)

Measured over two time periods (Fall, Winter)

Overall resultsOverall results Strong Appreciation for Team Services

– Teachers feel better equipped to deal with problems

Team plays important support role – Lack of services leads to burn out

Parents do not fully understand what schools are doing; feel blamed by school

Challenges working with troubled families

Phase 3: Smaller studiesPhase 3: Smaller studies

Impact of FSSTT on Community School over time

Impact of Intensifying Services in FSSTT school (TIES project) – Added academic resource support, art

therapy, family support

How research informs How research informs practicepractice

Sharing of Results to Community Discussions with FSSTT members Dissemination/publication of results to

academic community

Why the need for research?Why the need for research?

To better serve our students, teachers and families

To enhance opportunities for SUCCESS

Questions/DiscussionQuestions/Discussion

In RelationshipIn Relationship

RelationshipsRelationships We work to create trusting, non-

threatening, Quality Relationships with:children, parents, teachers,

professionals, para-professionals and all outside professionals and agencies

“Together is Better”

F S S T TF S S T T

Schooland Outside

Agencies

FSSTT and Outside

Agencies

Home and Outside

Agencies

Developing Trust

Developing Relationships

Developing Understanding

Developing Collaborative Spirit / Partnership

Look at:

• School needs

• Family needs

• Student needs

TRANSFORMATION OF ANTRANSFORMATION OF AN

ORGANIZATION AROUND THE ORGANIZATION AROUND THE

NEEDS OF AN INDIVIDUALNEEDS OF AN INDIVIDUAL

Support NetworksSupport Networks Facilitate the creation of support

Networks for all because none of us can do it “well” alone

“It Takes a Village to Raise a Child”, a Family, a School System, a Community of Quality

How Do We Do It??How Do We Do It??

Model a Learning Organization

There is always a better way

Think outside the box

Continuous improvement

““Be the change you Be the change you are trying to create.”are trying to create.”

– Ghandi

The StarfishThe Starfish

There was a young man walking down a deserted beach just before dawn. In the distance he saw a frail old man. As he approached the old man, he saw him picking up stranded starfish and throwing them back into the sea. The young man gazed in wonder as the old man again and again threw the small starfish from the sand to the water. He asked, “Old man, why do you spend so much energy doing what seems to be a waste of time?”

 The old man explained that the stranded starfish would die if left in the morning sun.

 “But there must be thousands of beaches and millions of starfish!” exclaimed the young man. “How can you make a difference?”

 The old man looked down at the small starfish in his hand, and as he threw it to the safety of the sea, he said, “I make a difference to this one.”

  Anonymous

Questions/DiscussionQuestions/Discussion