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Unconditional Education Partnership

Overview


 
Seneca’s Unconditional Education (UE) model empowers the entire school community with the skills and resources required to implement a multi-tiered system of academic, behavioral, and social emotional supports, devoting time and resources toward creating a culture and climate that is engaging and responsive to the needs of all students and their families. A primary focus of the UE model is to increase the achievement of struggling students, including students with disabilities, within inclusive education settings. Unconditional Education is a modular approach that allows schools to identify key areas of internal capacity while leveraging the expertise of Seneca to help address identified gaps and create a truly comprehensive system of supports for all students, family, and staff.

 

 

UNCONDITIONAL EDUCATION MULTI-TIERED MODEL FOR INTERVENTION

 


 
PROGRAM GOALS
 

 

View the Unconditional Education Logic Model
 

TO INCREASE THE ACADEMIC PERFORMANCE AND SOCIAL-EMOTIONAL WELL-BEING OF THE MOST STRUGGLING STUDENTS AT OUR PARTNER SCHOOLS.
TO INCREASE THE EFFICIENCY OF PARTNER SCHOOLS IN DELIVERING EFFECTIVE INTERVENTIONS TO ALL STUDENTS THROUGH THE IMPLEMENTATION OF A MULTI-TIERED FRAMEWORK.
 

 

TRADITIONAL VS. UNCONDITIONAL EDUCATION


Key differences between traditional special education/mental health and the Unconditional Education model are summarized in the table below.

 

Traditional Special Education VS.
 
Unconditional Education 
Multi-Tiered System of Intervention
  • Services are separate
  • Special Education staff are solely responsible for providing interventions to students
  • Students must qualify for Special Education in order to receive services
  • Students must fail in order to get help
  • Cookie cutter approaches to intervention are often implemented
  • No clear integrated system that crosses regular education, Special Education, and mental health services

 
  • Services are integrated into the overall school program
  • ALL staff are responsible for providing interventions and work together to address the needs of the whole child
  • Students can receive intervention services in hopes of preventing a greater level of need
  • Data based progress monitoring is employed to catch students before they fail
  • Interventions can be creatively designed to meet the specific needs of each student