Crisis Management In Education It Takes a Village

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Griselda Wood
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1 Crisis Management In Education It Takes a Village Basic Components of Crisis Management Crisis Management Dropout Prevention/Implementation Dropout Prevention Strategies Multiple Pathways to Graduation Thoughts from FB Suggestions for Investment Pathways to Promises 1

2 A Crisis happens more than we imagine. They are not always easy to see unless they affect us. A sudden change in the course of a process, toward either improvement or deterioration; an emotionally stressful event or traumatic change in a person's life. Crisis - any event that can, within any time, harm your institution s constituents, facilities, finances or reputation. (Operation vulnerability and legal) Written in Chinese, the word "crisis" is composed of two characters-one represents danger, and the other represents opportunity. John F. Kennedy 2

3 The overall coordination of an organization's response to a crisis, in an effective, timely manner, with the goal of avoiding or minimizing damage to the organization's profitability, reputation, or ability to operate. Identifying / Planning / Resolving Local: Global: Death Natural Disasters Suicide Terrorism Health related issues Death of a Public Figure Accidents Intruders Nature disasters Acts of Violence/Crime (within the local community) 3

4 To end the crisis ASAP To demonstrate commitment/expertise To control the flow of accurate information To manage resources effectively The situation develops unexpectedly Immediate decisions are required Urgent demands for information are received There is sense of loss of control Pressure/expectations build over time Routine business become increasingly difficult Demands are made to identify someone to blame Outsiders take an unaccustomed interest Reputation suffers based on false information Communication is increasingly difficult to manage 4

5 Surprise and hesitation. Pressure and stress must be guided by the discipline of a strategy. Incorrect information distributed for communication. Treating key audiences as opponents. 1. Honesty 2. Forward-Looking / Vision 3. Competency Assumption of competency because of your position. 4. Life-long learner 5. Inspiration 5

6 Define dropout - A dropout is an individual who: was enrolled in school at some time during the previous school year; was not enrolled in school at the beginning of the current school year; has not graduated from high school or completed a state- or district-approved educational program (GED program); and, does not meet any of the following exclusionary conditions: transfer to another public school district, private school, or state- or district-approved educational program (GED program); temporary absence due to suspension or schoolapproved illness; or death. Define graduates-students earning traditional diplomas, occupational diplomas, and certificates. Define completers-students earning a GED through district or state approved programs. Mississippi Department of Education (MDE) has adopted the National Center for Education Statistics definition of a dropout. Personal, School, Community Perspective School-Community Collaboration Early interventions Early childhood education, family involvement Foundational strategies Mentoring, service learning, etc Affects of Instruction Active learning, educational technology, etc Schargel Consulting Group -for-dropout-prevention/ 6

7 Bill and Melinda Gates Foundation The Carnegie Corporation The Charles Stewart Mott Foundation The William Penn Foundation The Walter S. Johnson Foundation The Eugene and Agnes E. Meyer Foundation Boston, New York, Philadelphia, Portland, OR, and San Jose Myth # 1: Students dropout because they are lazy or not motivated. Reality: Most dropouts are extremely persistent in their efforts to complete secondary education. Nearly 60% of dropouts eventually earned a high school credential in most cases a GED, and almost half of those enrolled in college. Myth # 2: Socioeconomic characteristics define who drops out. Reality: School-related indicators are a much better predictor of who will drop out. School indicators such as course failure, attendance and credit accumulation. Myth # 3: Four years is enough time to complete a high school education. Reality: Many high school students take more than four years to graduate. 7

8 Use alternative extra curricular activities such as ROTC, student council, etc programs like these to make kids feel more involved and a part of the school. Recognize that students frown on the different options they have (career & tech, vocational education, etc...) if they fail the state test. More attention to the emotional and mental state of kids through training teachers to better identify possible students to recommend for counseling. Maybe it s time to analyze the whole "school counselor" component, which usually is drowned in so much paper work or duties other than counseling. Interventions in reading & math that support kids who are behind focusing heavily on the middle years e.g., grades 4-8. Lack of interest in the whole child vs. the test score. We all have biases or assumptions, which could lead to lowered expectations for the learner. Not understanding how to apply instruction or lack of time to implement ideas & offer detailed feedback in schools also overlook some at-risk kids. Identify which kids need one on one guidance in how to organize notes, making the right friends, study skills & time management. Some kids just need someone to talk to. 8

9 Engage Stakeholders Align Social Services Strategic coordination between city/county services Social services Mental health providers Workforce development programs Court system Diversify the Portfolio of your school Advocacy Matters So what do we need to figure out to get ahead of the dropout crisis in education? Who is dropping out? Who is on your team? Why (for what reasons)? When (at what point in the student s career)? Where (from which schools)? We should be able to figure out how best to guide each student on a path that leads to graduation or other opportunities. 9

10 Goals of the program Encourage literacy Demonstrate critical thinking Learn, apply and explain the concepts of leadership Encourage entrepreneurship Duffy, Cathy (2004). Crisis management vs. risk management, Global Trade Review. Kouzes, James, M., and Barry Posner. The Leadership Challenge (2007). Seymour, M., Moore, S. (2000). Effective Crisis Management: Worldwide Principles and Practice. Youth Transition Funders Group Multiple Pathways to Graduation 10

Responsibilities of school counselors include, but are not limited to:

Responsibilities of school counselors include, but are not limited to: 1 Guidance/Counseling Services The Governing Board recognizes that a structured, coherent and comprehensive counseling program promotes academic achievement and serves the diverse needs of all district