Is there an "app" for education?

On September 3, the New York Times published an article entitled, “In Classroom of Future, Stagnant Scores,” about the effectiveness of technology in the classroom. In spite of a significant investment in technology to enhance education and tremendous expectations that technology would improve achievement levels, there is no proof that this investment has resulted in better outcomes. I suppose we can't help, but want to do everything possible to help our students achieve academically. Computers, handheld "smart" devices and software applications are ubiquitous. Somehow in a world of "early adaptors" we have been lulled into think that there is an "app" (application) for everything including education! But alas there is no app for that. There is no substitute for a dedicated teacher, a strong and solid curriculum, and a supportive environment starting with the family.

This is not to say that there isn’t a good reason to provide our students with all the technological bells and whistles that we can. In our very individualized educational program at Hillsides Education Center, we are constantly soliciting support to enhance our instructional technological capacity. But these tools have little impact compared to the extraordinary efforts and commitment of all on our school staff who stay focused on the specific educational and behavioral challenges that our students and residents confront, regardless of whether the smart board is state of the art or not!

I am happy to report that the smart boards are functioning well, that we are "wired" and keen on utilizing all that technology can offer in the educational setting. However, do not be deceived; the greatest factor contributing to the success of our students is the talented and dedicated cadre of teachers and education staff that skillfully leverage all at our disposal to help our students achieve much.

Hillsides Education Center is one of our greatest assets. Without it, we would be significantly handicapped in our efforts to support our residents and day students make it through a very challenging time in their lives. All our efforts to subsidize the inadequate funding we receive from fiscally strapped school districts is worth it when we see a student overcome their phobia of school, develop a sense of academic achievement and, more importantly, grow in their self esteem.

Graduation: Stepping into the Future

On June 21, Hillsides Education Center hosted its graduation ceremony. HEC is a small non-public school serving not only many of the Hillsides residents, but also students from the greater Pasadena area. This year four seniors graduated. A long standing custom at the graduation is to give graduates the opportunity to address the assembly and offer some reflection on this milestone. In describing his hopes beyond Hillsides, one graduate mentioned a quote worth spending some time considering. He said, “Those who are stuck in the past risk missing the future.” How true!

For all the students at HEC, they address not just their particular learning challenges, but a myriad of issues. For many, those challenges are only complicated by emotional and behavioral issues that are considerable. As much as these students achieve academically, they also see their other issues ameliorated, their confidence restored--so much that they can step away from the past into the future. 

For all of these graduates, graduation is a moment when they come to a fork in the road and a direction must be taken. And as often is the case, they will never have this opportunity again. Hopefully, as they set out on the road they are less burdened, more assured and excited for the journey that lies ahead.

They reach this moment assisted by so many who care for them. Their families, who regardless of the challenges, hold in their hearts great hope for their children. Accompanying their families is the extraordinary staff from both HEC and Hillsides who together assist these students to be successful. It is very challenging work, but it is moments like graduation that are most gratifying when we can see the sense of accomplishment on the faces of the graduates.

As always, this is also a moment to recognize the extraordinary support that we receive from the community to maintain our educational endeavors. With school districts historically constrained, our reimbursement is significantly less than what it costs to educate the students at HEC. Without your support, we would not be able to sustain HEC. Thank you and know that you play an  important role in making it possible for these students to be set free from the past and step out into the future.

Not Your Average Graduate

This is the season of graduations. At this time of year parents step back and acknowledge the accomplishment of their children despite the challenges associated with parenting adolescents. It is a time when some dreams are realized and new ones are established. Although we at Hillsides do not attempt to take the place of parents, we can not help, but be proud of our residents when they achieve a significant milestone such as graduating from high school, especially when the achievement comes after confronting considerable obstacles.

This past Friday evening was a momentous occasion for one of our longtime residents. In care for the last several years with only sporadic contact with members of his family, this young man graduated from La Salle High School. Bright, timid and yet determined, he achieved what few of our graduates do--a diploma from one of the more prestigious schools in our area. More than once, staff had shared with me their concerns about his ability to persevere. Nevertheless, they offered him the support that helped him get to this milestone confident and hopeful.

He said to our veteran group home director, Ramona McGee, “with your help I made it.” With our help and his commitment to his studies and addressing the trauma he experienced as a child, he made it. With our help and his determination, he can see beyond his fears to dream of a full life. This young man is not your average graduate.

He now has a high school diploma, a part-time job and will soon move to our transitional housing program at Hillsides Youth Moving On. There will be many more challenges and decisions to make yet he will not address these alone as he will be supported by the Hillsides community. Although we are not a substitute for his true family, we commit to walk alongside him so that, with our continued support, he can achieve even more and fulfill his dreams.

Instrumental in his success has been the fine staff of our boy's group home, who along with Brother DeSales and other staff at LaSalle, never gave up on this young man. Together they surrounded this young man with the care he needed and you could see the result in his beaming smile on graduation night.

Let me take this opportunity to thank LaSalle for their generous support and encourage all of you to never give up hope for the children and families we serve. This young man's graduation is witness to the power of our efforts.

Tutors Make a Difference in One Hour

One of our oldest and most successful programs on campus involves local high school and college students tutoring our residents. In 1978 former Educational Therapist Mary Lois Nevins visited Hillsides children with a small group of Polytechnic School 11th and 12th graders. Since then, the tutor mentor program now has 55 tutors representing Polytechnic School, Mayfield, Westridge, South Pasadena High and Biola University.

These exceptional young people volunteer one or two evenings a week to work with 35 children, some of whom receive services from as many as four tutors. Focusing intensively on reading and math skills, the program goal for this year is an ambitious one – raising reading and math scores by an average 10%. Tutors also help out with test preparation, reports, special school projects, and the development of study and computer skills.

Ian Lee, Hillsides tutor coordinator, carefully recruits, screens and matches tutors with students. The match-ups have been highly successful this year – all tutors returned following the holiday break, and almost all children referred for tutoring have stayed with the program.

Anyone who has ever tutored children who struggle academically knows how difficult it can be assisting students who, in spite of their native intelligence and potential, are lacking the fundamentals, behind in everything, accustomed to low expectations and school failure. In addition, their own perception of themselves is undermined by self-blame and hopelessness regarding their education. Through their creativity and dedication, our tutors make a real difference, not only in terms of academic performance, but in other areas of the children’s lives as well.

As these relationships grow, our kids benefit from the friendship, mentoring and role-modeling provided by tutors, resulting in improved confidence and self-esteem. Hillsides’ tutoring program represents the best of what community partnerships have to offer children in care. I’d like to extend many thanks to those individuals who have been tutors, mentors or volunteers in the lives of vulnerable children. Should you be inspired to spend an hour a week or volunteer throughout the year, I encourage you to take a look at our volunteer opportunities.

If time is short and you’d like to send a special tribute to someone in honor of their volunteer work, feel free to contact our development department at (323) 255-9005. Donations in honor of someone are a great way to recognize they make a difference while you also impact a child’s life.

The President's State of the Union Address

The State of the Union speech is one of our national rituals that should not be dismissed as a hollow public exercise. Its broad themes reflect the President's convictions and serve as an indicator of his priorities for the nation going forth. Regardless of party affiliation or political disposition, the President’s focus on education is to be lauded.
Education perhaps like no other issue is at the heart of maintaining and sustaining the greatness of the nation. Especially at this time when hard decisions must be made to stem growing deficits, it is important to not lose sight of how essential funding education is and the significant effect it has, not only on our well being as a country, but also as a true element that fuels our economy.

As an example of how this issue hits close to home, we can look to how Hillsides Education Center has been inadequately funded for the past several years. Struggling school districts have not been able to fund the true cost of educating the students they refer to HEC, resulting in a growing operating deficit of approximately $500,000 annually. Much of our fundraising activity now benefits our effort to maintain the quality education and care that is offered to the students enrolled at HEC. Unfortunately, this is an indicator of how State and County budgets are balanced on the backs of students. This creates a poor environment within which to educate and demoralizes our dedicated educators.

Now that the State of the Union has been delivered, the process now moves to the preparation of a Federal budget that will inevitably have an impact on State and local education initiatives. We will continue to advocate for fully funding education to assure our students and indeed all students receive the resources they need to be successful. I encourage all of us not to be timid in supporting education as a priority. In spite of the painful cuts that need to be made at this time, education must be fully funded if we are to be successful in the long term. Fiscal responsibility need not be short sighted and the most vulnerable need not be sacrificed to balance a budget!

Making the Connection in the Classroom

During the fall season, teachers are assessing students’ academic levels. In particular, students who have been referred to special education schools such as Hillsides Education Center have specific academic and behavioral goals they are working on that are outlined in their individualized education plan. For foster care children, researchers have identified a number of challenges these children commonly experience in the education and child welfare systems. These problems include instability, persistent low expectations, poor adult advocacy on their behalf, inadequate life-skills training, special education needs, and cultural sensitivities.

At HEC, teachers and students work together to bring consistency into their curriculum, clarify what are the expectations, provide support systems, identify social skills to help with behavioral goals, and enrich their lives with hands-on, interactive activities and outings. Although, the Child Welfare League of America points out that the rate at which foster youth complete high school (50%) is significantly below that of their peers (70%), we are delighted that Hillsides Education Center students complete high school at a higher rate of their peers (100%).

Numerous studies indicate anywhere between one-quarter and almost one-half (23%-47%) of children and youth in out-of-home care in the U.S. receive special education services at some point in their schooling, according to the National Working Group on Foster Care and Education. With that in mind, we believe it is critical to support our students in creating opportunities for them to experience successful academic and behavioral outcomes. We celebrate with them when they reach milestones. When Justin’s social impediments impacted his ability to learn, we encouraged him to make a friend. He began making notable progress in his academics. When Jada’s provocative and destructive behavior impeded her ability to learn, we advocated for her to have a one-on-one behavioral specialist. She is now close to being a model citizen.

Nationally, roughly half of all foster children will spend at least one year in foster care, with twenty percent staying longer than three years and nine percent staying for more than five years, according to the Heritage Foundation. Unlike their peers in traditional families, many foster children do not have an adequate safety net or social network and cannot rely on parents or other relatives to facilitate a smooth transition out of the home and into adulthood.

In addition, The National Conference of State Legislatures reported that foster children had “high rates of grade retention; lower scores on standardized tests; and higher absenteeism, tardiness, truancy and dropout rates” when compared to the general population. With these daunting statistics facing the vulnerable children and youth we serve, our mission is to create safe places for them to learn, grow and thrive to become productive citizens, in the classroom and in the home.

With support from individuals, corporations, and organizations, we are able to enhance the student’s experience while enrolled at Hillsides Education Center. SMART Boards, interactive whiteboards that integrate technology, are installed in every classroom. Vocational training offers students hands-on experience. A monthly visiting artist program boosts self-confidence in students. A stunning children’s library with more than 8,000 is the setting for ongoing author visits and reading with the students. We can do more to connect our students with the curriculum.

I encourage you to contact our director of community resources and offer your talent, time or treasure. Our librarian encourages any individual who has a talent, ranging from beading to cooking, to contact her. She designs a reading session with students by integrating your skill or talent and offering reading books that relate to the topic. She connects the reading and activity in various ways to engage students and help them with their IEP goals, including self-confidence.

If you would like to make a connection with Hillsides Education Center or Hillsides, call 323-254-274 ext. 251, visit http://www.hillsideseducationcenter.org/ to learn more about our programs or see how you can fulfill one of our wishes.

Back to School is an Exciting Beginning to New Academic Year

Back to school season offers parents and students an exciting beginning to a new academic year.  An opportunity to start fresh, learn new concepts, and reconnect with friends, school can be welcoming after a summer lull. Some parents anxiously await to the return of a routine and students are excited to socialize on campus. While some students are looking forward to their friends, others may have some apprehension to staring the new school year.

No matter what the sentiment may be, Hillsides Education Center teachers and administrators are here to meet the individual needs of each student. In this highly structured learning environment, students learn instruction using various methods. HEC is committed to reflective teaching and fostering an ethic of caring about each student’s uniqueness. Teachers at HEC focus on academic content as they relate to the students’ past experiences. Artistic problem solving is also encouraged in an effort to make the student’s educational experience more meaningful. Teachers are continually finding new ways to adapt the curriculum to relate to a student’s background, interests and needs.

Our teaching community is very stable with a low turnover rate. Staff includes credentialed special education teachers, instructional aides, licensed clinical social workers, and a speech therapist. Credentials vary from Learning Handicapped Specialist, Clear Level-II Education Specialist, and Preliminary Level-I Education Specialist. Staff members share the teaching philosophy that all children and teens regardless of their behavioral issues or/and challenges can learn in the appropriate setting. Here’s a look at a few of our administrators.

Jay Bechtol, M.S.W., director of Hillsides Education Center, supervises the HEC staff that consists of seven teachers, 28 teacher’s aides and five support staff. He also coordinates access to the services of nurses, therapists, psychiatrists, and music and art therapists through Hillsides’ residential treatment program, which is located on the same campus. Jay has been with Hillsides for twenty years. 

Kerry Webber, assistant director of HEC, is responsible for student admissions, facilitates student enrollment based on openings, and provides student counseling. In addition, Kerry oversees the therapeutic component, developing behavioral plans that are integrated in the individualized education plan. Kerry has been employed by Hillsides for more than twenty years of which 14 years have been with Hillsides Education Center.

Jay and Kerry cultivate relationships with many school districts and inform them on the curriculum and extracurricular activities we offer our students. Students are referred from 31 school districts, including Los Angeles and Pasadena. For a complete list of our school districts and to learn more about our special education, nonpublic school, visit www.HillsidesEducationCenter.org.

$578 Million for a New School...So What?

Much has been said about the price tag for the newly built Robert F. Kennedy Community Schools campus, west of downtown Los Angeles, which will open next month to receive its first class of students. Surely the cost is outrageous in the current environment of fiscal constraint. We certainly can question a public funding system that is able to support such construction while laying off teachers, increasing classroom size and shortening the academic year. Here at Hillsides we are forced to “barter” with local school districts that cannot pay the approved tuition for the students we serve at Hillsides Education Center because of lack of funding.
However, in spite of our concerns, we must not lose sight of the statement that this new complex makes to the students and community it serves. For too long these are the same students that labored to learn in what some would call a most basic, if not, primitive environment. Certainly these students deserve a decent and well-equipped place in which to be educated. Certainly there is never enough that we can do to provide all children with the educational opportunity they need to be successful.

If only we were able to provide such facilities to all student…If only all teachers were well compensated...If only we took seriously the public rhetoric valuing our children as a precious resource...If only…

Graduation Brings Increased Anxiety for Foster Youth

Graduation is a time when foster care youth experience increased anxiety. Foster care youth living in foster homes or residential treatment facilities, who have reached the age of 18 and have graduated from high school, must find another place to call home. For some of these youth, the foster families they have been living with are no longer in a position to take care of them. These youth are then asked to leave.


The daunting statistic remains: nearly forty percent of former foster youth end up homeless within 18 months of being discharged from foster care. As a leader in the foster care system in Los Angeles County, we did something about this to help these youth move on in a positive way. About five years ago, Hillsides established Youth Moving On, a transitional living and housing program that helps former foster youth transition successfully into adulthood.

We offer former foster youth quality, affordable housing, mentoring, financial literacy, mental health support, vocational and tuition assistance, among many more services. Hillsides Youth Moving On is a supportive community that works side by side with youth who want to achieve successes as they journey into an unknown future. With the help of mentors, these youth receive guidance, support, and an attentive ear. For anyone interested in mentoring these youth, learn more about the transitional living and housing program. Find out how to become a mentor at http://www.hillsides.org/site_info.php?siid=36&id=137 and help them transition through this period with relative ease.