helping students be academically present to learn in the era of the common core
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Helping Students be Academically Present to Learn in the Era of the Common Core
David Osher, Ph.D.National Association of School Psychologists
Outline The Promise of Education School Effects The Implications of the Institute for Medicine
Report Improving Outcomes The Promise and Challenge of the Common
Core Race, Discipline, and Access to the Common
Core Cleveland as a Proof Point Measurement & Continuous Improvement Summary
Cutting to the Chase
All students should be on track to thrive. School Psychologists can help students be
“present” as learners. They can do so by:
– Helping students and adults develop the competencies necessary for deeper learning, generalization, and application in new areas
– Building conditions for learning and teaching– Working promotively, preventively, as well as
interventionists
THE PROMISE OF EDUCATION
The dream of education– The U.S.– Finland– Bangladesh
The nightmare– Other People’s Children (Delpit)– Learning to Labor (Willis)
Example of What Can Be Done: North Lawndale College Preparatory School, Chicago
“This is not about graduating from high school; it is about graduating from college”
Money for counselors, not metal detectors and security staff
One counselor stays with same students grades 9-13; another one follows up 14-16
Example of What Can Be Done: North Lawndale College Preparatory School, Chicago
Strong academic press; strong social support
Supports academic risk taking: “teachers are like another set of parents”
Development of moral community Fellow students “like brothers, sisters,
cousins”
The Troubled and/or Troubling Student’s Journey
Poverty & exposure to trauma– Poor Executive Functions– Behavior & mental health problems
Behavior & mental health problems– Lessened opportunity to learn
Lessened opportunity to learn– Poor learning outcomes– Increased behavior & mental health
problems – School-driven mobility segregating
placements – Suspension expulsion/ drop out
SCHOOL-TO-PRISON PIPELINE
SCHOOLS
Dropping Out Adult
Prison
Juvenile Detentionor Secure
Commitment
Suspension &
Expulsion
Jeff Sprague
What Role Can School Psychologists Play in Preventing The Pipeline to Prison
10
The Troubled School Journey Poverty, exposure to trauma, disciplinary history, and
academic underachievement for many students– Excessive behavior & mental health problems
Excessive behavior & mental health problems– Poor conditions teaching– Reactive behavioral approaches – Poor conditions for learning
Poor conditions for teaching & learning– Poor attendance & learning outcomes– Increased behavior & mental health problems – Low faculty morale, poor staff attendance, staff turn-
over – Suspension -> expulsion / drop out
The Troubled School’s Journey
Poverty, exposure to trauma, disciplinary history, and academic underachievement for many students– Excessive behavior & mental health
problems Excessive behavior & mental health
problems– Poor conditions teaching– Reactive behavioral approaches – Poor conditions for learning
What Role Can School Psychologists Play in School Improvement
13
The Bigger Context Disconnects between how we organize education and
the needs of students Lack of high expectations for students of color,
English Language Learner , students who struggle with poverty, and students who receive services from Child Welfare, Juvenile Justice, and Mental and Behavioral Health.– Focus on management and risk avoidance– Not on academic and social and emotional learning,
well being, and thriving Failure to address impact of trauma, attachment
challenges, and other adversities of poverty – Relationship Challenges– Self-Regulation Challenges
The Bigger Context Disparities
– Attainment– Discipline– Access to good things
Teacher quality Engaging opportunities Enrichment opportunities
The Bigger Context
Overarching Issues Increased exposure to trauma Hyperstimulation Reinforcement of short-term rewards Speeded-up lives and breakdown of adult supervision Deficit oriented approaches to RTI in many cases
Specific Manifestations Bullying Disparities that are related to implicit biases Explosive aggression
School Effects
Schools as Risk Factors
Alienation Academic Frustration Chaotic Transitions Negative Relationships With Adults
And Peers Teasing, Bullying, Gangs Poor Adult Role Modeling Segregation With Antisocial Peers School-driven and Child Welfare-
driven Mobility & Harsh Discipline, Suspension,
Expulsion, Push Out/Drop Out
Students who are At Risk are particularly susceptible to:
Low Teacher Efficacy
Low Teacher Support
Negative Peer Relationships
Chaotic Environments
Poor Instructional And Behavioral Practices
Schools as Protective Factors that Support Resilience
Connection Academic Success Supported Transitions Positive Relationships With
Adults And Peers Caring Interactions Social Emotional Learning Positive Interactions With Pro-
social (Not, Anti-social) Peers Stability Positive Approaches To
Disciplinary Infractions & Services And Supports
Example of What Can Be Done: Teacher Student Connection On Students Identified to Be at Risk
Students who were at-risk and placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student – teacher relationships commensurate with their low-risk peers (Hamre & Pianta, 2005)
See also work on PATHS and the Good Behavior Game
How Can School Psychologists Help Turn the Ship Around
The Implications of the Institute for Medicine Report
Institute of Medicine Report, Preventing Mental,
Emotional, and Behavioral Disorders Among Young
People (2009)
Mental Health & Physical Health are Inseparable
Multiple Factors contribute to MEB Disorders which are experienced at some time by 14-20% of young people
Variety of factors increase or decrease risk– Individual Competencies– Family Resources– School Quality– Community Factors
Promotion, Not Just Prevention
Shared risk factors for multiple rotten outcomes
Impulsivity Emotion Dysregulation The Stress Response Insecure Relations w/ Parent, Teachers,
Peers Trauma and Adverse Childhood Experiences
and Environmental Toxins (which can contribute to) the previous four
Schools Can Improve Outcomes by Addressing Common Challenges
Shared risk factors Across Multiple Rotten Outcomes– Impulsive Action
– Emotion Dysregulation
– Insecure Relations w/ Parent, Teachers, Peers
Effect of maltreatment of quality of relationships
E.g., fear of emotional risk, being failed,
– The Stress Response
– Maladaptive coping strategies and habits
– Impact of The Adversities of Poverty
Importance of Promotion, not just prevention for well being and success Individual Competencies
– Self Regulation
– Problem Solving Skills
– Relationship Skills
Nurturing Environments that Promote Resilience
– Healthy relations with peers and adults
– Safe, Welcoming, Caring Classrooms/Schools
– Connectedness
Nurturing Environments
Richly Reinforce Prosocial
Behaviors
Minimize Toxic & Maximize Conditions
that Support Resilience
Social & Emotional
competence
Limit Opportunities for
Problem Behavior
What Schools an Agencies Need to do to promote well being and success
Adapted from Tony Biglan
Improving Outcomes
What Affects Learning Outcomes?
Teaching Learning
Enhanced Capacity to Realize Better
Outcomes
Com
pete
ncie
s
Conditions
Conditions for Learning: Key Aspects of School Climate
Page 31
Students are safe
Physically safeEmotionally and
socially safeTreated fairly and
equitablyAvoid risky behaviors
School is safe and orderly
Students are supportedMeaningful
connection to adults
Strong bonds to school
Positive peer relationshipsEffective and
available support
Students are challenged
High expectationsStrong personal
motivationSchool is
connected to life goals
Rigorous academic opportunities
Students are socially capable
Emotionally intelligent and
culturally competent
Responsible and persistent
Cooperative team players
Contribute to school community
Supportive Relationships Between Teachers and Students Promote:
Student engagement Positive attitudes towards learning A sense of belonging toward school Academic motivation Academic achievement (Barber & Oson, 1997; Begin & Begin, 2009; Birch & Ladd, 1997,
Christenson & Anderson, 2002; Connell Halpern-Felsher, Clifford, Crichlow, & Usinger, 1995; Hamre & Pianta, 2001; Wentzel, 1997; Wentzel & Wigfield, 1998)
Comprehensive Review of “Students Need for Belonging in the School Community (Osterman, Review of Educational Research, 2000)
Positive Relationships With Staff And Peers Associated With: – Intrinsic Motivation– Accept Others Authority While Developing A
Strong Sense Of Identity– Experience of Autonomy– Accept Responsibility To Regulate Their
Own Emotions Experience Of Acceptance Associated With:
– Positive Orientation To School, Class Work, & Teachers
Dropouts Feel Estranged From Teachers And Peers
Connectedness
Adolescent perceptions of connections with teachers predicted academic growth in Mathematics (Gregory & Weinstein, 2004)
Students were more likely to perform well on tests when they believe that their teachers care about them (Muller, 2001; Ryan & Patrick, 2001) – this relationship is stronger for students who
are judged to be at risk for dropping out of high school
What Happens When You Combine Poor Safety and Poor Instruction
Perception of Safety was the highest correlate of attendance in the Bryk et al. (2010) study of Lessons from Chicago School Reform
“Reinforcing Cycle When Safety and Order Concerns Combine with Deadening Instruction” – “We found virtually no chance of improving
student attendance in schools that lacked safety and order and where instruction alignment was weak or predominantly basic-skill oriented.” (p. 104)
Why Are Conditions for Learning Important?
Maximizing the amount of time that students really attend to learning– E.g., working memory (Davidson, 2002)
Maximizing the opportunity for the teacher to:– Concentrate and differentiate– Teach in the Zone of Proximal Development
(Vygotsky, 1978) Personalizing instruction Scaffolding learning and support
The Zone of Proximal Development for Learning and Development
chal
leng
e
support
(frustr
ation)
ZPD
(boredom)
Adapted from: Nakkula, & Toshalis, 2006
The Challenge: Be in the Zone of Proximal Development for Every Child
ZPD ZPD ZPD ZPD ZPD
ZPD ZPD ZPD ZPD ZPD
ZPD ZPD ZPD ZPD ZPD
ZPD ZPD ZPD ZPD ZPD
Work at Three Levels
Provide Individualized Intensive SupportsProvide coordinated, intensive, sustained, culturally competent,
individualized, child- and family- driven and focused services and supports that
address needs while building assets.
Intervene Early & Provide Focused Youth Development Activities
Implement strategies and provide supports that address
risk factors and build protective factors for students at risk for severe academic or behavioral
difficulties.
Build a Schoolwide FoundationUniversal prevention and youth development
approaches, caring school climate, positive and proactive approach to discipline, personalized instruction, cultural
competence, and strong family involvement.
Connection Attachment
Trust Care
Respect
Social EmotionalLearning & Support
Positive Behavioral Approaches & Supports
Learning Supports Effective Pedagogy
Engagement Motivation
Supporting Conditions for Learning
Safety Support Challenge SEL
All
Some
Few
Conditions for Learning & Teaching Matrixfor Needs Assessment, Asset Mapping, & Planning
Safety and Statewide Tests
School Safety Challenge0.00
0.05
0.10
0.15
0.20
0.25
0.30
0.35
Writing Math Reading Science
Cor
rela
tion
Bet
wee
n PS
AE
Test
s an
d C
ondi
tions
for L
earn
ing
(Chi
cago
)
Social and Emotional Conditions for Being Off Track
School Safety Challenge Student Support240
260
280
300
320
Off Track On Track
Mea
n Sc
ale
Scor
e
Using Data On School Climate and the Conditions For Learning
School Climate and the Conditions for Learning can be measured– Efficiently– In a psychometrically valid manner
Data from measurements can be used for:– Progress monitoring and continuous
improvement,– Leading indicators of school change, – Accountability and public transparency
What is the Role of the School Psychologist Here?
What School Psychologists Can Do to Support Effective Social & Emotional Development
Teacher/ Worker Well-Being and
Awareness
Social and Emotional
Skill Development
Effective Conditions
for Learning
The Promise and Challenge of the Common Core
Progress Towards the Common Core (Porter et al., 2013)
All 47 CCSS-adopting states reported having a formal implementation plan for transitioning to the new standards.
Most CCSS-adopting states reported progress in planning since 2011.
As was the case in 2011, states are furthest along in their planning related to aligning teacher professional development to the CCSS.
Since 2011, states have advanced their planning to align instructional materials with the CCSS.
Most states have plans in place or in progress for aligning their teacher-evaluation systems to the CCSS
What is missing?
Deeper Learning in the Disciplines (NRC, 2011)
The standards documents emphasize some 21st century competencies
A cluster of cognitive competencies – including critical thinking and constructing and evaluating evidence-based arguments – is strongly supported across all three disciplines.
Coverage of competencies in the intrapersonal and interpersonal domains is uneven.
Emerging evidence indicates that cognitive, intrapersonal and interpersonal competencies can be taught and learned in ways that promote effective transfer
Deeper Learning: Evidence of Importance Social Emotional Competencies (National Research Council, 2011)
Cognitive competencies show positive correlations (of modest size) with desirable educational, career, and health outcomes.
In the interpersonal and intrapersonal domains, conscientiousness is most highly correlated with desirable outcomes, while anti-social behavior is negatively correlated with them.
Years of schooling strongly predicts adult earnings, perhaps because students develop a mix of cognitive, interpersonal and intrapersonal competencies.
Deeper Learning:3 Intertwined Dimensions of Competence
Cognitive: reasoning and memory Interpersonal: self-management Interpersonal: expressing ideas and interpreting
and responding to others’ messages
Deeper Learning:3 Intertwined Dimensions of Competence
Deeper Learning: Learner Driven Components of Instructional Design for Transfer
Encourage questioning and discussion. Engage learners in challenging tasks, with
support and guidance. Prime student motivation.
How Do We Conceptualize SEL:CASEL’s Approach
Resource: http://casel.org
0
5
10
15
20
25
Little Books: Reading
Achievement
Everyday Mathematics: Math
Achievement
SEL Programs Academic
Performance
SEL Programs Social Emotional Skills
12
611
23
Comparing What Works Clearing House Improvement Indices for 2 Evidence-based Reading and Math Programs with the Aggregate Improvement Index for all interventions in the
CASEL Meta-Analysis of 207 SEL Programs
Turnaround For Children Foundational Practices
Teacher Practice– Build Highly Effective Classroom Learning
Environments. Student Support
– Develop a Rigorous Capacity for Student Support
Leadership and Management– Establish the Organizational Efficacy to
Implement Personalized Learning Environments
Teacher Proficiency
Teachers Must Be Trained and Supported– to confront recurring challenges and barriers
and – to effectively build those attributes that
students must have for deeper learning, and college and career readiness.
– to become proficient in pro-social classroom management and in high-leverage instructional strategies
Student Support
Schools Must Develop a Rigorous Capacity for Student Support – establish a multi-tiered high capacity, high
quality student support system that includes: School-wide, classroom and individual
supports for students at all levels of risk and need.
Include school-wide positive discipline, social and emotional learning and classroom-level and individualized student support.
Leadership and Management
Establish the Organizational Efficacy to Implement Personalized Learning Environments – A multi-disciplinary school leadership team
(SLT) must be established to develop and execute a school improvement plan (SIP) including putting in place all three
foundational monitor progress and review leading
indicators, outcome data, measures of conditions for learning and measures that assess quality of implementation.
Teacher Practice
Build Highly Effective Classroom Learning Environments
– Teachers must be trained and supported to: confront recurring challenges and
barriers and to effectively build those attributes that
students must have for deeper learning, and college and career readiness.
– This means that teachers must become proficient in pro-social classroom management in high-leverage instructional strategies
CLASS [Classroom Assessment Scoring System]
Dimensions of Quality Teaching
Emotional Support
Classroom
Quality
Positive Climate Negative Climate Teacher Sensitivity
Regard for Student
Perspectives
Classroom Organization
Behavior Management Productivity Instructional Learning
Formats
Instructional Support
Concept Development Quality of Feedback Language Modeling
Adapted from www.classobservation.com/what/dimensions
Race, Discipline, and Access to the Common Core
Implications of Council of State Governments Texas Discipline Study (http://justicecenter.csg.org/resources/juveniles)
Nearly 60 % suspended or expelled once in middle or high schools
~15 percent were suspended or expelled 11 times or more
Only three percent of the disciplinary actions were for conduct in which state law mandated suspensions and expulsions
The rest were made at the discretion of school officials primarily in response to violations of local schools’ conduct codes.
Implications of Council of State Governments Texas Discipline Study (http://justicecenter.csg.org/resources/juveniles)
African-American students and those with EBD were disproportionately disciplined for discretionary actions.
Schools that had similar characteristics, including the racial composition and economic status of the student body, varied greatly in how frequently they suspended or expelled students.
Schools that had similar characteristics, including the racial composition and economic status of the student body, varied greatly in how frequently they suspended or expelled students.
The Racial Discipline Disparity: Disproportionality in Suspension Rates
SOURCE: U.S. Department of Education, Office for Civil Rights,
Civil Rights Data Collection, 2002, 2004, and 2006. Anne Gregory
Problems with Overreliance on Punishment
Detrimental effects on teacher-student relations
Modeling: undesirable problem solving Reduced motivation to maintain self-control Generates student anger and alienation May result in more problems (Mayer, 1991)
Truancy, dropout, vandalism, aggression Does not teach: Weakens academic
achievement Limited long term effect on behavior
CFL by Ethnicity
African American students provided the lowest ratings on the Safety Scales and the Social Emotional Scales.
Safety Challenge Student Support Soc Emot Learn-ing
240260280300320340360
Middle Grades
White (n=6,568) African Am (n=34,684) Asian (n=2,553)Hispanic (n=29,117)
Mea
n C
FLVa
lue
(Sca
le S
core
)
Safety Challenge Student Support Soc Emot Learn-ing
240
260
280
300
320
340
360High School
White (n=6,466) African Am (n=27,322) Asian (n=3,009)Hispanic (n=21,799)
Mea
n C
FL V
alue
(Sca
le S
core
)
Cleveland as a Proof Point
Cleveland as a Proof Point
• Response to a dramatic shooting and ongoing school disorder
• High level of risk 100% free or reduced lunch
High level of lead poisoning
• High level of challenge No tax levy for 15 years
Pressures of the “Great Recession”
Key role of school psychologists
Changes in Attendance & Behavior: 2008–09 to 2010–11
Attendance rate districtwide 1.5 percentage points
Suspendable behavioral incidents per school from 233 to 132– Disobedient/disruptive behavior ( 132 to 74)– Fighting/violence ( 55 to 36)– Harassment/intimidation ( 13 to 6) – Serious bodily injury ( 13 to 6)
Out-of-school suspensions 59%
Changes in Conditions for Learning: 2008–09 to 2010–11
• Overall improvement across the district • Schools improving or declining by at least 5
percentage points Academic Challenge: 26% vs. 15% Peer Social-Emotional Climate: 33% vs. 28% Safe and Respectful Climate: 44% vs. 23% Student Support: 59% vs. 9%
Relationships between Conditions for Learning & Ohio Performance Index (PI)
• Conditions for Learning (CFL) Survey data were related to academic and attendance outcomes
• K–8 schools: CFL data accounted for 30% of variance in PI score
• High schools: CFL data accounted for 62% of variance in PI score
Measurement & Continuous Improvement
Fragmented, Quick, And Incomplete Measurement Can Yield Partial And Distorted Views Of Reality
Need Regular Measurement/Monitoring of Youth Development and of School and Community Safety
Cleveland Academic
ImprovementModel
Summary
How to Create Safe, Orderly Schools to Support Learning of All Students
Transcend conventional dichotomies
– Hardware or “Humanware”
– Safety or inclusion
– Academics or student support
– Immediate fixes or sustainable systemic change
– Promotion, Prevention, or Treatment
Conditions for a Positive School Environment
Challenging and engaging curriculum SEL concepts intentionally infused
throughout the regular academic curriculum Active and experiential learning Opportunities for participation,
collaboration, and service Safe, supportive learning community with
respectful relationships and trust Involvement of families and surrounding
community
Key Components of Safe & Successful Schools Academic Press Support For Students And Faculty To Meet High
Academic And Behavioral Standards Strong Conditions For Learning And Teaching Effective Collaboration & Coordination Between
And Among All Stakeholders that Connects to Both Learning and Development
Use of the Right Data for Continuous Quality Improvement (A “Problem Solving Approach”)
3-level Approach To Promotion, Prevention And Intervention
Cultural Competence & Family Engagement
Lisa Delpit, “Multiplication is for White People": Raising Expectations for Other People’s Children
Recognize the importance of a teacher and good teaching, especially for the “school dependent” children of low-income communities
Recognize the brilliance of poor, urban children and teach them more content, not less.
Demand critical thinking while assuring that all children gain access to the “basic skills”
Provide children with the emotional ego strength to challenge racist vies of their own competence and worthiness and that of their families and communities
Lisa Delpit, continued
Recognize and build on children’s strengths Use familiar metaphors and experiences Create a sense of family and caring in the
classroom Monitor, assess, and address student needs
with a wealth of diverse strategies Honor and respect students’ home cultures Foster of sense to the child’s connection to
the community and something greater than themselves
86
How Can School Psychologists
– Help students accept responsibility?
– Place high value on academic engagement and achievement?
– Teach alternative ways to behave?
– Help restore the environment and social relationships in the school?
The Role of School Psychologists
All students should be on track to thrive. School Psychologists can help students be
“present” as learners. They can do so by:
– Helping students and adults develop the competencies necessary for deeper learning, generalization, and application in new areas
– Building conditions for learning and teaching– Working promotively, preventively, as well as
interventionists
Additional AIR-Related Resources Interagency Working Group on Youth Programs
www.findyouthinfo.gov National Evaluation and Technical Assistance
Center for the Education of Children who are Neglected, Delinquent, or at Risk www.neglected-delinquent.org
Technical Assistance Partnership for Child and Family Mental Healthwww.tapartnership.org
Safe and Supportive Schools TA Center http://safesupportiveschools.ed.gov
Human & Social Development Program http://air.org/focus-area/human-social-
development/
References Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S. & Easton, J. Q. (2010)0. Organizing
schools for improvement: Lessons from Chicago. Chicago: University of Chicago Press. Davidson, R. (2002). Anxiety and affective style: Role of prefrontal cortex and amygdala.
Biological Psychiatry, 51(1), 68-80. Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (2011). The effects of school-
based social and emotional learning: A meta-analytic review, Child Development, 82 (1), 405-432.
Greenberg, E., Skidmore, D., & Rhodes, D. (2004, April). Climates for learning: mathematics achievement and its relationship to schoolwide student behavior, schoolwide parental involvement, and school morale. Paper presented at the annual meeting of the American Educational Researchers Association, San Diego, CA.
Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19, 405–427.
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Muller, C. (2001). The role of caring in the teacher-student relationship for at-risk students. Sociological Inquiry, 71, 241–255.
Nakkula, M. J., & Toshalis, E. (2006). Understanding youth: Adolescent development for educators. Cambridge: Harvard Education Press.
References
Osher, D., Bear, G., Sprague, J., & Doyle, W. (January-February, 2010). How we can improve school discipline. Educational Researcher, 39 (1), 48-58.
Osher, D. & Kendziora, K. (2010). Building Conditions for Learning and Healthy Adolescent Development: Strategic Approaches in B. Doll, W. Pfohl, & J. Yoon (Eds.) Handbook of Youth Prevention Science. New York: Routledge.
Spier, E., Osher, D., Kendziora, K., Cai.,C. (2009). Alaska Ice Summative Report. Washington, DC: American Institutes for Research.
Osher, D., Sidana, A., & Kelly, P. (2008) Improving conditions for learning for youth who are neglected or delinquent. Washington, D.C.: National Evaluation and Technical Assistance Center for the Education of Children and Youth who are Delinquent, Neglected, or at Risk.
Osher, D., Poirier, J. A., Dwyer, K. P., Hicks, R., Brown, L. J. Lampron, S., & Rodrigquez, C. (2008). Cleveland Metropolitan School District Human Ware Audit: Findings and recommendations. Washington, DC: American Institutes for Research.
Osher, D., Sprague, J., Weissberg, R. P., Axelrod, J., Keenan, S., Kendziora, K., & Zins, J. E. (2008). A comprehensive approach to promoting social, emotional, and academic growth in contemporary schools. In A. Thomas & J. Grimes (Eds.) Best practices in school psychology V, Vol. 4 (pp. 1263–1278). Bethesda, MD: National Association of School Psychologists.
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38, 437–460.
Vygotsky, L. (1978). Mind in society. Cambridge, MA : Harvard University Press.
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