bottom line: key components of safe & successful schools
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Building Safe and Supportive Schools: Measuring and Promoting C onditions for L earning and S chool Success David Osher. Bottom Line: Key Components of Safe & Successful Schools. Academic Press Support For Students And Faculty To Meet High Academic And Behavioral Standards - PowerPoint PPT PresentationTRANSCRIPT
Building Safe and Supportive Schools: Measuring and Promoting Conditions for Learning and School SuccessDavid Osher
Bottom Line: 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 Relational Trust Sense Of Efficacy & Accountability For All
Students Effective Collaboration & Coordination Between
And Among All Stakeholders Continuous Quality Improvement (A “Problem
Solving Approach”) 3-level Approach To Promotion, Prevention And
Intervention
What Affects Learning Outcomes?
Teaching Learning
Enhanced Capacity to Realize Better
Outcomes
Com
pete
ncie
s
Conditions
Community
School
FamilyTeachersFriends
Classroom
Student
Where to Intervene?
Schools as Risk & Protective Factors in the Lives of Students
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
Work at Three Levels
Provide Individualized Intensive Supports
Provide 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
ActivitiesImplement 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.
School as a Risk Factor
Alienation Academic Frustration Chaotic Transitions Negative Relationships With
Adults And Peers Teasing, Bullying, Gangs Poor Adult Role Modeling Segregation With Antisocial
Peers School-driven Mobility & Harsh Discipline, Suspension,
Expulsion, Push Out/Drop Out
Example of School Effects: Impact of 1st Grade Teachers on Seventh Grade School Outcomes?
2.7
58.7
0
10
20
30
40
50
60
Odds ratio
Well-managedstandard classroomChaotic standardclassroom
The Impact of First Grade Teacher Capacity on 7th Grade Behavior(Kellam, Ling, Merisca, Brown, & Ialongo, 1998)
School Effects: Other Examples
School Context Accounted For Much Or More Of The Variation Of Middle School Student’s Experience Of Emotional Distress Than Family Context (Resnick Et Al. 1997)
Teacher Support, Not Parents, Had The Greatest Impact On School And Class Interest (Wentzel, 1998)
School as a Protective Factor and as a Resilient Context
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
PATHS Universal Intervention End of First Grade (1 Year of Intervention)
Series1
-.10
-.09
-.08
-.07
-.06
-.05
-.04
-.03
-.02
-.01
.00
Peer Rating of Aggression
Intervention
Clas
sroo
m m
ean
z-sc
ore
Children Who Receive PATHS Rate Their Classmates As Significantly Less Aggressive Than Do Children In Randomized Comparison Classes
Fast Track Study – 378 Classrooms – 6715 children
CPPRG, 1999 – Journal of Consulting and Clinical Psychology
All Universal Interventions
The Logic of Universal Intervention Cannot Identify All Who Are At Risk Children Affect Each Other No Stigma No Self-fulfilling Prophecies No Homogenous Grouping Per Child Cost Is Less Provides A Foundation
Conditions for Learning
Safety
• Physically safe• Emotionally safe
• Low Risk Environments
Support , Care, & Connection
• Meaningful connection to adults• Experience of Care & Respect
• Strong bonds to school family & other community institutions• Positive peer relationships
• Effective and available support
Challenge & Engagement
• High expectations• Educational opportunities are
connected to life goals• Strong personal motivation
Engagement • Robust opportunities to learn
Individual & Peer Social Emotional
Competency
• Understand& Manage Emotions & Relationships• Pro-social Values
• Good decision making
Osher et al., 2008
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
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
Connection Attachment
Trust Care
Respect
Social EmotionalLearning & Support
Positive Behavioral Approaches & Supports
Learning Supports Effective Pedagogy
Engagement Motivation
Supporting Conditions for Learning
19
Safety Support Challenge SEL
All
Some
Few
Conditions for Learning & Teaching Matrixfor Needs Assessment, Asset Mapping, & Planning
K-2 3-5 6-8
Off Track
On Track
On Track to Thrive
Say Yes to Education/AIR Monitoring System
13-16
9-12Pre-K
Safe and Respectful Climate
Physical Safety Little Or No Fighting, Bullying, Crime, Gang
Presence, Or Substance Abuse
Safe and Respectful Climate
Emotional Safety Climate Of Mutual
Respect And Trust Students Comfortable
Taking Personal And Academic Risks
Middle School is the Worst Period
42.9
Source: Indicators of School Crime and Safety, 2008; Kevin Jennings
Common response to Behavioral Problems
Pay more attention to problem behavior Reduce Opportunities for Engagement
– E.g. wait time Increase Monitoring and Supervision Restate rules & sanctions Refer disruptive students to office Suspend Expel
The “Racial Safety Gap” at SchoolPercentage of students responding “Neutral” or “No” to the question:
“Do you feel safe at school?”
Source: Springs, Iannotti, Nansel and Haynie 2007; Kevin Jennings
The Racial Discipline Disparity: Disproportionality in Suspension Rates
4.8
1515
14
6.56 6.8
4.9 4.8
0
2
4
6
8
10
12
14
16
2002 2004 2006
Perc
ent o
f stu
dent
s Black
Hispanic
White
Asians/PactificIslander
AmericanIndian/AlaskaNative
SOURCE: U.S. Department of Education, Office for Civil Rights,
Civil Rights Data Collection, 2002, 2004, and 2006. Anne Gregory
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.
Does punishment “work”?
Sanctions such as office referrals or suspensions may appear to “work” in the short term– Removes student– Provides relief to teachers or
administrators
Problems with Overreliance on Punishment
Detrimental effects on teacher-student relations
Modeling: undesirable problem solving Reduced motivation to maintain self-control Generates student anger May result in more problems (Mayer, 1991)
Truancy, dropout, vandalism, aggression
Does not teach: Weakens academic achievement
Limited long term effect on behavior
33
How Can We
– Help students accept responsibility?
– Place high value on academic engagement and achievement?
– Teach alternative ways to behave?
– Focus on restoring the environment and social relationships in the school?
Approaches that Appear to Work in Particular Contexts
Academic Engagement Positive Behavioral Supports Community Building Approaches Social Emotional Learning Restorative Justice Some Combination of the Above
Important Ingredients
Cultural and Linguistic Competency Developmentally Appropriate Youth Voice and Youth Drivineness Ecological Data Informed Quality of Support and Implementation
Foundation
PBIS & SEL
Example: School Wide PBS
Can in appropriate situations:– Reduce problem behavior– Increase academic performance– Improve perception of school
safety– Reduce teacher stress
37
Experimental Studies of SEL Programs
PATHS
– Increased self-control, use of social problem-solving & conflict resolution, decreased conduct problems
Second Step
– Decreased antisocial behavior, resulted in fewer negative behaviors in the classroom, lunchroom, and playground
Steps to Respect
– Reduced acceptance of bullying, promoted responsibility to help others with bullying problems, more positive social interactions (did not actually reduce bullying overall)
Caring School Communities (formerly the Child Development Project)
– Promoted social problem-solving and conflict resolution, democratic values, consideration of others’ needs, and sense of community. Increased spontaneous prosocial behavior and supportive, friendly and helpful behavior; reduced drug and alcohol use
Combining SEL and SW PBS (PBIS & Second Step)
Academics
Implementation Support Systems
-Fidelity-Funding
-Teacher Wellbeing
Prevention/SEL
Behavior Management
Social &
Emotional Skills
Social Emotional Learning
Understand and Manage Emotions
Understand and Manage Relationships
Make Responsible Decisions
Social and Emotional Learning Work Well With Others Cooperate As Team Players
Social and Emotional Learning Solve Problems With Persistence And Creativity Set And Work Toward Goals Make Responsible Decisions In Academic And
Social Settings Recognize And Manage Emotions
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
Student Support Teachers Establish A Connection With Students Teachers Provide Extra Help When Students Are
Having Trouble Understanding Material Teachers Engage Students In The Learning
Process
Headlines from One 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 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 Belonging ->Engagement ->Achievement
Some More Headlines 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)
Teachers who had high-quality relationships with their students had 31% fewer discipline problems, rule violations, and related problems over a year’s time than did teachers who lacked high-quality relationships with their students (Waters, Marzano, & McNulty, 2003)
Students for Feel Connected are: Less Likely To Use Alcohol Or Substances Experience Less Emotional Distress Attempt Suicide Less Engage In Less Deviant And Violent
Behavior School Connectedness The Only
School-related Variable That Was Protective For Every Single Outcome
National Longitudinal Study of Adolescent Health (ADD Health)
Scatter plot: Support (f) Size
150010005000
Enrollment__06_07_
2.60
2.50
2.40
2.30
2.20
2.10
Soci
al_S
uppo
rt__
07_0
8_
Whitney Young School
SuccessTech Academy School
South High School
Option Complex HS
Max S Hayes HS
Martin Luther King Jr HS
Lincoln-West HS
John Marshall HS
John Hay Campus HS
John F Kennedy HS
John Adams HS
Jane Addams Business Careers HS
James Ford Rhodes HS
Glenville HS
East Technical HS
East HS Collinwood HS
Cleveland School Of The Arts HS
Carl F Shuler School
R Sq Linear = 0.239
Emotional Safety (f) Enrollment
150010005000
Enrollment__06_07_
2.90
2.80
2.70
2.60
2.50
2.40
2.30
2.20
Emot
iona
l_Sa
fety
__07
_08_
Whitney Young School
SuccessTech Academy School
South High School
Option Complex HS
Max S Hayes HS
Martin Luther King Jr HS
Lincoln-West HS
John Marshall HS
John Hay Campus HS
John F Kennedy HS
John Adams HS
Jane Addams Business Careers HS
James Ford Rhodes HS
Glenville HS
Garrett Morgan Schl Of Science MS
East Technical HS
East HS
Collinwood HS
Cleveland School Of The Arts HS
Carl F Shuler School
R Sq Linear = 0.319
Programs that Develop and Support Relationships
Caring School Communities Responsive Classroom Open Circle Tribes
Foundation
Appropriate & Engaging Curricula, Teaching,
Learning Environments
Academic Challenge
School Courses And Lessons Are Challenging To Students
School Staff Provide Academic Support To All Students
Actions for Learning and Teaching Supports
Students Formative
assessment; progress monitoring; curriculum-based assessment
Service learning Experiential learning Class Wide Peer
Tutoring
Teachers Focused
professional development
Administrative support for teacher learning communities
Consultation and mentoring
54
Academic Challenge Students Are Expected To Work Hard To Learn Students Are Interested In What They Are
Learning Students Are Not Bored By Their Classes
StudentsConditions Capacities Behaviors
• Connections, belonging, caring, and respect
• Social emotional learning
• Emotional and physical safety
• Positive behavioral supports
• Academic motivation, engagement, and support
• Cultural and linguistic responsiveness
• Care for others and develop positive relationships
• Manage their emotions and relationships
• Embrace opportunities for learning
• Be academically competent
• Take responsibility for their learning, attend and participate in class, and complete assignments
• Exhibit conduct appropriate for school (emotionally intelligent and culturally competent)
• Persist through academic and social challenges
• Perform to their academic ability, complete school, and continue their education
• Be socially responsible and contribute to their schools and community
FamiliesConditions Capacities Behaviors
•Welcoming culturally competent school•Respect•Value as an expert on their children•Safety and trust•Accurate, helpful, and timely information about their children and the school•Opportunities for learning and personnel growth•Support to participate in school functions and activities
•Collaborate with teachers•Understand the culture of the school and its expectations•Know their rights and responsibilities•Speak and/or write fluently in English or another language•Value education and learning and have high expectations for their children
•Meaningfully participate in meetings•Attend and support school functions•Support their child’s learning at home•Communicate effectively with teachers and school staff•Encourage their child to excel academically and have high aspirations for their future
TeachersConditions Capacities Behaviors
• Connections, belonging, caring, and respect
• Emotional and physical safety
• Motivation and engagement
• Professional development• Consultations and
coaching• Support for teaming and
collaborating with families• Organizational efficacy• Relational trust• Instructional leadership• Culturally competent
environment• Manageable class size
• Accept responsibility for student learning and outcomes
• Mastery of the subject matter
• Accommodate individual student needs
• Can control and regulate own emotions
• Collaborate with colleagues and families
• Continuously improve their own practice
• Deliver a rigorous and developmentally appropriate curriculum
• Deploy classroom resources to best support individual student learning
• Create a collaborative classroom learning community
• Provide constructive feedback to students
• Personalize learning and differentiate instruction
• Create an orderly, respectful, and inclusive learning environment
Building & System AdministratorsConditions Capacities Behaviors
• Community and school board support
• Access to coaching• Authority to manage
school budget• Authority to hire and
fire teachers and staff
• Accountable to community, families, teachers, students, and staff
• Safety to experiment (within reasonable limits)
• Sufficient time to realize change
•Believe schools can be successful for all students •Reliability and consistency•Make expectations clear•Lead with vision, focus, and emotional intelligence•Provide positive support•Facilitate collaboration•Establish mutual accountability•Cultural competence•Analytical thinking
• Create a collaborative culture that leaves no child behind
• Provide strategic leadership in the school and community
• Create a “problem solving culture”
• Support professional learning and provide constructive feedback to staff
• Demonstrate empathy and respect for students, staff, and families
• Respect and respond to the cultures of the school and community
SUMMARY: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
Fragmented, Quick, And Incomplete Measurement Can Yield Partial And Distorted Views Of Reality
David Osher
Need Regular Measurement/Monitoring of Youth Development and of School and Community Safety