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Increasing StudentEngagement in LowPerforming Schools
December 11, 2012
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Increasing Student Engagement in
Low Performing Schools
Dr. Ryoko Yamaguchi, Moderator
President & Chief Scientist
Plus Alpha Research & Consulting
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Agenda
Purpose of the Webinar
Introductions Dr. Ryoko Yamaguchi, Plus Alpha Research & Consulting
Dr. Christopher Hulleman, University of Virginia
Dr. Patrick Murphy, Superintendent, Arlington Public Schools [email protected]
Ms. Maureen Nesselrode, Principal, Arlington Public Schools
Polling Feature during the Webinar
Question and Answer
Stakeholder Feedback Survey
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Poll Question
Which of the following best describes your primary occupation?
(Please choose only one)
Local Education Agency
State Education Agency
State Government
Other
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What is the Regional Education Laboratory?
U.S. Department of Education, Institute for Education Sciences
REL mission: To provide support for a more evidence-relianteducation system
REL provides regional support for:
Applied research and evaluation; and
Technical support and information sharing to build capacity to use datafor improved educational outcomes.
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Student Engagement in School:
An Introduction
Dr. Chris S. Hulleman
Research Associate Professor
University of Virginia
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Student Engagement in School
40-60% of high school students are disengaged (Klem &
Connell, 2005)
Engagement decreases over time (Jacobs et al, 2003)
Engagement is associated with (Allensworth & Easton,
2007; National Research Council, 2004)
GPA
Standardized test scores
Attendance
Reduced discipline referrals and dropouts
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Student Engagement in School: What is it?
Attendance and Discipline
Social
Participation in extracurricular activities
Feeling a sense of loyalty to school
Academic
Being actively involved in learning
Passive vs. Active
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Student Engagement in School: What is it?
Attendance and Discipline
Social
Participation in extracurricular activities
Feeling a sense of loyalty to school
Academic
Being actively involved in learning
Passive vs. Active
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Behavioral Engagement
Completing
homework
Asking for help
Trying hard
Persisting in the face
of failure
Based on National Research Council (2004);
Fredericks et al (2011) 10
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Cognitive Engagement
Paying attention in class
Problem solving
Meta-cognitive
strategies
Based on National Research Council (2004);
Fredericks et al (2011) 11
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Emotional Engagement
Enthusiasm
Pride in
accomplishment
Interest
Based on National Research Council (2004);
Fredericks et al (2011) 12
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What Leads to Engagement?
Based on National Research Council (2004) 13
EnvironmentEducational Context
&
Instruction
PsychologicalI Can
(Competence, Control)I Want To
(Values, Goals)I Belong(Social Connection)
AcademicEngagement
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Classroom Design Principles for Academic Engagement
Caring teachers
Choice
High expectations for learning
Meaningful curriculum
Challenging work
Active involvement
Collaborative work
Variety of activities
Personalized learning (prior knowledge and interest) Work that is meaningful outside the classroom
Based on National Research Council (2004); Klem &
Connell (2005) 14
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Policies That Promote Academic Engagement
Grouping of students
Use group size to promote belonging Group by interest (NOT performance)
Length of classes
Common planning times Additional tutoring/support for struggling
students
Community-based mentors
Accountabilitythe double-edged sword!
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Schoolwide Reform Models
Coalition of Essential Schools
First Things First
Talent Development High
School
High Schools That Work
Check and Connect
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Student and Classroom Interventions
Growth Mindsets (Dweck, 2007)
Increasing Value (Hulleman et al., 2010; Hulleman &Harackiewicz, 2009)
Reducing Stereotype Threat (Cohen et al., 2006)
Promoting Sense of Belonging (Walton & Cohen,2011)
Attributing Failure to Effort (Wilson, 2006)
Cognitively Engaging Instruction (Stipek, 2002)
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Limitations and Future Directions
Limitations
Only a few, rigorously tested student/classroomengagement interventions
No tests of schoolwide academic engagementinterventions
Current research
Testing additional student/classroom interventions
Design and test an Engaged School model
Integrated engagement interventions at the classroom,grade, school, and district level
Partners needed!18
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Challenges in Selecting Effective Interventions
Do you have an engagement deficit?
How do you know if engagement is a problem in yourschool?
Assessment!
Surveys
Interviews
Classroom Observations
If yes, then what type of engagement is lacking in yourclassroom, school, or district?
What resources are available to you?
What type of intervention(s) is possible/feasible?
How will you know it was effective in increasingengagement?
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Poll Question
I am interested in student engagement for the following reasons:
(Check all that apply)
Low student achievement
Achievement gap
At-risk of dropping out
Behavioral/ classroom management Special education
Gifted and Talented/ enrichment program
Educational interventions on engagement
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Arlington Public School Efforts to
Turn Around Schools: EngagingStudents and School
Leadership
Dr. Patrick K. Murphy
Superintendent
Arlington Public School
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Arlington Public Schools: The Context
Schools in Improvement
3 Title I Elementary Schools identified as Focus Schools
1 Provisionally-Accredited High School (graduation rate)
Building capacity at the district level to provide clearsupport and accountability for priority schools
Build high-impact leadership at schools and the divisionlevel
Create conditions to support and sustaintransformational change toward effective schools
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Goals of Program
Design and implement short-
cycle, formative assessmentdata systems
Identify instructionaldecisions student-by-studentaccording to performancedata
Recognize that there is not a
single formula for developingand sustaining effectiveschools
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Build Leadership Team Superintendent
Assistant Superintendent, Instruction Assistant Superintendent, Student Services
Director of Early Childhood and Elementary
Supervisor, Title I
Supervisor, ESOL/HILT
Supervisor, Mathematics
Supervisor, Science
VDOE Liaison
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The Process
Monthly individual
meetings with principals
and District Team
Executive Leadership
training for principals
Involve school teams
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Focus on Students
Data walls
Formative assessment
Parent involvement
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Use the Strategic Plan as Your Focus
Present high and clearexpectations for allstudents and include aconsistent guide forthe evaluation ofstudent work.
Within this framework,APS ensures that acore set of standards-based concepts and
competencies form thebasis of what allstudents should learn.
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Use the Strategic Plan as Your Focus
Create engaging and motivating
educational program choices thatprepare students to achievecollege and career aspirations.
These choices provideopportunities for students to:
explore, discover, and optimize theirindividual strengths;
recognize and help them overcometheir weaknesses; and
be evaluated and benchmarkedagainst the best educational systemsnationally and internationally.
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Use the Strategic Plan as Your Focus Create an environment where all
students feel challenged,
supported, and accepted as theylearn.
Such an environment putsstudents needs, abilities, and
interests first. Learning styles arecentral to students decisions onwhat they learn and how theylearn it.
Students are active andresponsible participants learning.
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%Passing
SOL
Standards Of Learning Pass Rates
0
20
40
60
80
100
Asian
Black
Hispanic
White
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Student Engagement in a
Focus School
Ms. Maureen NesselrodePrincipal
Campbell Elementary School
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Campbell Elementary School
Urban environment outside Washington, D.C.
418 students Public school
Lottery with preference granted to certain neighborhoods
Approximately 60% free/reduced lunch
45% receiving second language services 15-18% receiving special education services
6-8% receiving gifted services
Expeditionary Learning School (national organization)
Focus on the Outdoor Environment Developmental Appropriateness is a core value
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Defining Student Engagement
Students are invested in their own learning
Students initiate tasks or extensions ofclassroom tasks
Students are active participants in schoolactivities
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Relationships
Looping with teachers
Minority role models (staff and volunteers) Home visits
Morning meeting
Responsive classroom approaches
Long-term relationships with students and families PreK-5th grades
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Parent Involvement
Lottery for admission to the
schoolparent investment Parent conferences three
times a year
Parenting programs in Spanish
Students demonstrate learningto parents (Showcases)
Parent helpers in classrooms
Book Buddies program
School-wide initiatives(Wetlands)
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Honoring the Cultures of Our Students
Students and parents share cultural experiences
(songs, dances)
Diversity is part of the curriculum
Spanish program during the school day
PTA meetings are potluck, multicultural dinners
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Designing Learning that Increases Engagement
Final products/projects are authentic and have anaudience
Students become the experts in case studies
Students know the learning objective (called learningtarget)
Student choice and/or student-directed projects Learning is hands-on and in small groups
Students unpack vocabulary
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Measuring Student Engagement
CLASS tool (UVA)
Campbellmean of 6.0 (7.0 is thehighest)
Teacher evaluation: observations
Learning Walks: can studentsarticulate what they are learning?
Parent and student surveys
Increased accountability forstudents on the watch list
Watch list is a list of students
identified for intervention and/orremediation based on assessmentdata
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S i T h
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Supporting Teachers
Scheduling
Planning time
Resources
Staff development
Feedback on studentengagement throughformal observations
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O F G i F d
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Our Focus Going Forward
Strength: engagement in science, social studies,
and writing
Area for continued growth: engagement inreading and math
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Questions & Answers
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REL Appalachia Tools & Resources
Online Resources
Website: http://www.relappalachia.org/
Events information: http://www.relappalachia.org/news-events
IES REL Website: http://ies.ed.gov/ncee/edlabs/
Monthly newsletter: To received our newsletter, email:[email protected]
(Subject: Subscribe)
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Stakeholder Feedback Survey
Please take a moment to answer the survey,
rating the quality of the webinar.
Your feedback is important to us!
Your responses will help us improve our webinarsto continue to meet your needs.
Your responses will be kept confidential.
Thank you!
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ReferencesAllensworth, E. M., & Easton, J. Q. (2007). What matters for staying on-track and graduating in Chicago Public High Schools. University of Chicago: Consortium onChicago School Research.
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct.Psychology in the Schools, 45(5), 369-386.
Cohen, G., Apfel, J., Apfel, N., & Master, A. (2006). Reducing the Racial Achievement Gap: A Social-Psychological Intervention. Science, 313, 1307-1310.
Dweck, C. S. (2007). Mindsets: The New Psychology of Success. Ballantine Books.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74,59-119.
Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., and Mooney, K. (2011). Measuring student engagement in upper elementary through highschool: a description of 21 instruments. (Issues & Answers Report, REL 2011No. 098). Washington, D.C.: U.S. Department of Education, Institute of EducationSciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved fromhttp://ies.ed.gov/ncee/edlabs.
Hulleman, C.S., Godes, O., Hendricks, B., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal ofEducational Psychology, 102(4), 880-895.
Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science (326), 1410-1412.
Klem, A. M., & Connell, J. P. (2005). Engaging youth in school. In L.R. Sherrord, C. Flanagan, R. Kassimir (Eds.), Youth Activism: An International Encyclopedia.Greenwood Publishing Co.
National Research Council and the Institute of Medicine. (2004). Engaging schools. Washington, D.C.: The National Academies Press.
Stipek, D. J. (2002). Motivation to Learn: Integrating Theory and Practice(4th edition). Pearson.
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447-1451.
Wigfield, A., & Cambria, J. (2010). Students achievement values, goal orientations, and interest: Definitions, development, and rela tions to achievement outcomes.Developmental Review, 30, 1-35.
Wilson, T. D. (2006). The power of social psychological interventions. Science, 313, 1251-1252.
Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: Theyre not magic. Review of Educational Research, 81, 267-301.
http://ies.ed.gov/ncee/edlabshttp://ies.ed.gov/ncee/edlabs