part 2: strategies to build the skills & dispositions that support youth

YOUTH DEVELOPMENT EXECUTIVES OF KING COUNTY

DRAFT: An Introduction to Effective Strategies to Build the Skills & Dispositions that Support School Success, October 2012 1 | P a g e

PART 2: STRATEGIES

TO BUILD THE SKILLS & DISPOSITIONS THAT SUPPORT YOUTH SUCCESS IN SCHOOL

Youth Development Executives of King County in collaboration with the Road Map Project

PRELIMINARY DRAFT

October 2012



BACKGROUND and ACKNOWLEDGEMENTS

Youth Development Executives of King County (YDEKC) The mission of YDEKC is to build and organize the youth development field in King County. Our vision is that every young person has the opportunity to learn, lead, work, thrive, contribute and connect with active support from organized, networked and unified youth development efforts in King County. We are Executive Directors, CEOs and other key leaders of non-profit organizations directly serving youth ages 5 through young adulthood within King County. We are focused on developing shared outcomes and measurement tools; adopting high quality common standards of practice; and speaking with a common voice. The Road Map Project (staffed by Community Center for Education Results) The “Road Map Project” is a collective impact effort aimed at getting dramatic improvement in student achievement – cradle through college/career in South Seattle and South King County. The Road Map Project Goal is to double the number of students in South King County and South Seattle who are on track to graduate from college or earn a career credential by 2020. We are committed to nothing less than closing the unacceptable achievement gaps for low-income students and children of color and increasing achievement for all students from cradle to college and career. Youth Development for Education Results (YDEKC & the Road Map Project) In 2011 and 2012, the Youth Development for Education Results work group of the Road Map Project worked to increase the clarity of the Road Map indicators, goals and strategies where community-based youth development organizations play a vital and integral role. Youth Development Executives of King County (YDEKC) plays the convening role for this work, and also seeks to involve, learn from, and influence other key partners around King County working in the intersection between youth development and education results. 2011-2012 Workgroup goals: 1. Define: Gain agreement around definitions of motivation and engagement and 21st Century social skills based

on research that links these skills and dispositions to academic success. (See Part One) 2. Measure: Identify available or develop new tools to measure these skills and dispositions. Explore

opportunities for increasing and simplifying data collection and data sharing. (See Part One) 3. Move: Identify research-based strategies to increase student motivation, engagement and social skills. (Part

Two) This report was written by: Nicholas Bradford, M.Ed With general editing and research support from: Jessica Werner, Youth Development Executives of King County And specific strategy writing or editing by: Lori Lynass (Positive Behavior Intervention System and Response to Intervention) Adam Fletcher (Meaningful Student Involvement) Caprice D. Hollins (Cultural Competency) Deborah Salas (Community Schools) Amanda Thomas (Expanded Learning Opportunities) Lois Brewer (Project Based Learning and Service Learning)



Strategies to Support Student Success

INTRODUCTION

Part One of this paper: “Skills and Dispositions that Support Youth Success in School” explores recent research

showing the importance of student motivation, engagement and 21st century skills to student success in school

(and in the workforce). Youth Development Executives of King County (YDEKC) has convened members of the

field to examine these skills and dispositions. Youth development organizations play a vital and integral role in

developing these skills in young people and the Road Map Project recognizes the collaborative role that

Community Based Organizations (CBOs) play in supporting the goal of doubling the number of students successful

in post-secondary education and eliminating the achievement gap by 2020.

This paper (Part Two) explores strategies that can build the following skills and dispositions (See: Part One: Skill &

Dispositions That Support Youth Success in School and Appendix A: Skills & Dispositions that Support Youth

Success in School):

Future Orientation & Self-Management

Positive Mindsets

Belonging & Identity

Interpersonal Skills (21st Century Social Skills) including communication and collaboration

Creativity & Critical Thinking (21st Century Thinking Skills)

Research shows that increases in student motivation and engagement and the skills and dispositions outlined

above can lead to improved academic behaviors (attending school, participating, completing homework) and

therefore decrease “early warning [of school failure] indicators1” defined by the Road Map Project as:

Early Warning Indicator 1:

o Absences (missing more than 5 days of school) AND

o One core course failure

Early Warning Indicator 2:

o Disciplinary action (suspension or expulsion)

1 The Road Map Project tracks and reports Early Warning Indicators for the critical 6

th and 9

th grade transition years.



The Achievement and Opportunity Gap

Youth from low socioeconomic status and/or students of color have limited access to the opportunities afforded

to more affluent communities and many white students. These opportunities help to facilitate success in school,

community, college and career. We believe that all youth should be afforded the same opportunities to succeed

in life. The achievement gap refers to the difference in academic outcomes - a result of disenfranchisement and

opportunity gaps. Sadly, the opportunity gap has widened over the years, which is particularly apparent during

non-school hours, “over the last 40 years upper-income parents have increased the amount they spend on their

kids’ enrichment activities, like tutoring and extracurricular activities, by $5,300 a year. The financially stressed

lower classes have only been able to increase their investment by $480, adjusted for inflation.”2

The achievement gap is pervasive, profound and persistent.3 Pervasive because the gap is observed in all states,

profound because it is found at all levels of aggregation and persistent because the median gap does not diminish

over time. In the Road Map Region of South King County the achievement and opportunity gap is particularly

apparent as the diversity of the region is so complex and broad. Among all students in the region, Black, Hispanic

and Native American youth are disproportionately triggering Early Warning Indicator 1 (more than 5 absences and

one or more course failures). Fifty percent of Hispanic, 46 percent of Black and 54 percent of Native American

youth are triggering Early Warning Indicator 1. White students trigger it at a rate of 25 percent (still unacceptably

high) and on average across the region there is a rate of 33 percent.

Disproportionality in Discipline

Early Warning Indicator 2 is having a suspension or expulsion. In the Road Map Region, 20 percent of Hispanic, 23

percent of Black and 22 percent of Pacific Islander youth are triggering the EWI 2, while white students trigger it

at a rate of 11 percent and on average across the region there is a rate of 14 percent of students being suspended

or expelled. Students who are expelled or suspended face greater risk of not completing high school, which in

turn puts a young person at risk for increased contact with the juvenile justice system.

The opportunity gap for low income and youth of color is exacerbated by disproportional suspension rates,

dropout rates, officer contact, and juvenile detention. Nationally, youth of color represent only one-third (1/3) of

the population while they represent two-thirds (2/3) of the youth in jails. Fortunately, this does not have to

remain the reality for many of our most vulnerable young people. “Disproportionality in discipline is not, as many

2 Brooks, D. (2012). The Opportunity Gap. The New York Times, July 9

th, 2012.

3 Braun, H. (2010). The Black-White Achievement Gap Revisited. Education Policy Analysis Archives,18 (21).



suggest, necessarily the result of concentrated poverty, racial isolation, or bad choices made by young people.” 4

Youth who are pushed out of school end up in prison at an alarming rate. By instituting policies and strategies

that better support all young people in school, and changing discipline policies from ones that push students out,

to ones that engage them in the school and community, the Road Map region has the opportunity to change the

odds for a generation of young people.

What is a “Strategy”?

There are many strategies, structures, practices, curriculum and tools (“strategies” for the purposes of this paper)

available to build the “non-cognitive” skills that improve the academic outcomes of young people. However, much

is still unknown about how malleable these skills and dispositions are across populations. With the understanding

that there is not a silver bullet for improving these skills, and by engaging in a continual improvement process

teachers, counselors and youth development professionals should be able to build motivation and engagement

and other critical 21st century skills. This will require that adults working with young people use the same skills of

persistence, course correction and asking for support along the way to ensure young people are successful in

school (and in life).

This paper explores systems, structures, strategies and practices already in broad use in locally or nationally in

schools and/or community based setting. It does not rate or rank strategies, but seeks to illuminate some of the

similarities and differences across them.

A note about College Access and Success Strategies and STEM Strategies

Because of concurrent Road Map Project activities including the development of the South King County College

Access and Support Network and the South King County STEM Network in the fall of 2012, this paper does not

include strategies that are focused specifically on these issues, though Community Based Organizations play a vital

role in both college access/success and supporting STEM. Specific strategies for building motivation, engagement

and 21st century skills through these networks will be explored in partnership with these other two workgroups.

4 Balfanz, R. (2003). High-poverty secondary schools and justice system.



Where possible, this paper explores strategies that:

1) Build student motivation, engagement and/or 21st century skills and/or support improved

attendance or decreased disciplinary action.

a. Principle: Positive youth development

b. Principle: Differentiated instruction

2) Are adaptive to our local context, either because they are being widely implemented or because

they are being developed in the region, and include standards for implementation fidelity.

a. Principle: Strategies have to fit local values or they won’t be implemented

b. Principle: Strategies have to identify core principles of the intervention

3) Support alignment of experience and expectations across schools and community based

organizations

a. Principle: Shared language and mutually reinforcing action is necessary for collaboration

between schools and CBO

b. Principle: Environments that reinforce each other increase impact on youth and reduce stress

on youth as they transition from one environment and set of expectations to another

4) Support a continuous improvement paradigm

a. Principle: Implementation takes time and effort to achieve high fidelity

5) Respond to the opportunity gap

a. Principle: To achieve equity in opportunity and achievement for young people, strategies

must be responsive to the students most in need of support

This document is a preliminary exploration of promising and effective

strategies that deserve further review and attention.



Strategies are divided into 5 different categories:

1. FOUNDATIONAL PRACTICE: ESSENTIAL FOR ALL YOUTH SERVING SETTINGS

High Quality Instructional Practice: Youth Program Quality Intervention

8

2. SAFE & SUPPORTIVE STRATEGIES (CULTURE, CLIMATE & CONFLICT)

a) Cultural Competence & Relevance 10

b) Improving school culture and climate 12

c) Restorative Justice 14

d) Positive Behavior Intervention and Supports (PBIS) 16

e) Response to Intervention (RTI) 18

f) Pairing PBIS & RTI

20

3. EXPECTATIONS, ENGAGEMENT & TEACHING STRATEGIES

a) High Expectations & Growth Mindset 21

b) Meaningful Student Involvement (MSI) 23

c) Project-based Learning 25

d) Service Learning 26

4. PROGRAMS, CURRICULUM & ASSESSMENT

a) Expanded Learning Opportunities (ELOs) 28

b) Integrated Arts & 21st c. skill assessment Case study 30

5. STRUCTURAL FRAMEWORK

a) Community Schools Model

32



Foundational Practice: HIGH QUALITY INSTRUCTIONAL PRACTICE (YOUTH PROGRAM QUALITY INTERVENTION)

The environment in which young people spend their time is tied to how a young person feels about themselves, their community and their chances of attaining the future they desire. There is now broad agreement on what provides a quality experience for young people. Ensuring quality instructional practice at the point of service – in a youth program or in a classroom – is a foundational strategy that should be implemented.

The Youth Program Quality Intervention, based on the Weikart Center for Youth Program Quality’s Pyramid of Program Quality provides a system for assessing, planning and improving point of service contact to build a safe and productive environment for young people.

The youth development approach (as pictured above) has parallels to Maslow’s hierarchy of needs. The pyramid provides a way to organize the complex job of a classroom teacher or youth development professional to build a great experience for young people:

▪ Safe Environment – The physical and emotional safety of young people is foundational to providing the opportunity for young people to learn. Emotional safety includes the ensuring that youth are not bullied for any aspect of their identity or personality.

“The best leverage points for

improving student performance

are in helping teachers

understand the relationship

between classroom context and

student behaviors, providing

teachers with clear strategies for

creating classrooms that

promote positive academic

mindsets in students, and

building teacher capacity to help

students develop strategies that

will enhance their learning and

understanding of course

material.” The report also found

that all students are more likely

to have positive academic

outcomes – particularly as

students transition from middle

to high school, and again as they

transition into college – when

attention is given to “their

mindsets and development of

their metacognitive and self-

regulatory skills.” (Farrington,

2012)



▪ Supportive Environment – Creating a supportive environment develops opportunities for meeting and overcoming challenges and high expectations, reframing conflict that arises, and helping to develop a growth mindset in young people through a focus on encouragement vs. praise.

▪ Peer Interaction – The peer culture that exists is one of the most powerful forces that shapes a youth program—and it can have big impacts on young lives. You can help young people have successful experiences together by using cooperative learning techniques.

▪ Youth Engagement – When young people feel safe and experience a sense of belonging, this clears the way for them to experience challenge and pursue learning. Youth engagement is at the top of the pyramid and it consists of two main ideas: voice and choice in programming at all levels and plentiful opportunities to set goals, make plans, and to reflect on their experiences.

Putting it all together, the pyramid defines a way of working with young people that is healthy for their growth and development, regardless of the specific content that is being delivered – in the classroom or in the youth program.

Effective programs and training opportunities:

School’s Out Washington supports training and implementation of the Youth Program Quality Intervention across Washington State, and the Office of the Superintendent of Public Instruction support the use of the YPQA tool in most 21st Century Community Learning Centers. The City of Seattle is exploring YPQA training for all program coaches.

Youth Worker Methods Trainings align to the Pyramid of Program Quality and provide the opportunity for staff to build skills in specific areas identified for growth. Youth Worker Methods Trainings include:

1. Voice & Choice 2. Planning and Reflection 3. Building Community 4. Cooperative Learning 5. Active Learning 6. Scaffolding for Success 7. Ask-Listen-Encourage 8. Reframing Conflict 9. Structure and Clear Limits 10. Homework Help

For More Information:

The Weikart Center for Youth Program Quality: http://www.cypq.org/products_and_services/training/YPQA

Schools Out Washington’s Youth Program Quality Initiative: http://www.schoolsoutwashington.org/239/ProgramQualityInitiative.htm

http://www.cypq.org/products_and_services/training/YPQA

http://www.schoolsoutwashington.org/239/ProgramQualityInitiative.htm



Safe & Supportive Strategies: CULTURAL COMPETENCE / RELEVANCE

The Road Map region is one of the most diverse regions in the country. For the region to be successful in doubling the number of post-secondary success for its students, while also eliminating the achievement / opportunity gap, ensuring districts, schools and every classroom and youth program is providing an culturally competent and relevant experience for its young people is essential. It cannot be assumed that teachers or youth workers inherently come with the awareness, attitude, knowledge and skills to appropriately serve all young people, but needs to be a transparent, ongoing and intentional part of school improvement.

Cultural Competency is defined as a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals and enables that system, agency, or those professionals to work effectively in cross-cultural situations.5 Culture is the intersection of one’s national origin, religion, language, sexual orientation, socio-economic class, age, gender identity, race, ethnicity and physical/developmental ability. This is an incredibly complex set of factors that contribute to the complexity of individuals and the resultant complex relationships.

In the effort to “be” culturally competent school districts and youth development organizations often provide trainings, classes or seek certification; however cultural competency is an ongoing process of self-reflection and behavior change at the individual and institutional level. Cultural competency is the process of understanding one’s own culture, values and biases, then seeking knowledge and awareness of other cultures, values and biases. Staff then develop skills that seek to minimize the negative impact of cultural biases. Those who engage in this work then begin the work of changing the systems that perpetuate cultural discrimination. Actively seeking change in policy and procedure that dismantle the institutionalized discrimination that is prevalent in our communities is an end goal.

Though often unintentional, unconscious and unrecognized by people in power (including teachers, youth development professionals, and administrators), cultural discrimination can result when individuals and institutions are not actively and intentionally focused on their own cultural competency and the cultural relevancy of their programs. Cultural discrimination is the “aspects of society that overtly and covertly attribute value and normality to white people and whiteness, and devalue, stereotype, and label people of color [or any non-dominant cultural groups] as “other”, different, less than, or render them invisible.”

Cultural discrimination can target cultural behavior creating barriers to education, and may encourage success in education through a narrow culturally specific lens. Cultural discrimination can also present barriers to communication. Without a high level of cultural competency, a large and growing population of our youth will remain poorly served by our schools and organizations.

5 Cros Cross T., Bazron, B., Dennis, K., & Isaacs, M. (1989). Towards a Culturally Competent System of

Care, Volume I. Washington, D.C.: Georgetown University Child Development Center

I learned to respect and accept my culture. I now realize how important my race is and how much we helped in the creation of this country. My self-esteem is a little bit higher because I know more about where I come from and that I come from a race of strong and self-determined people.

~Antara Henderson Youth in Bridging Multiple Worlds

Program



Characteristics of Culturally Competent Individuals and Culturally Relevant Settings:

Individuals with high levels of cultural competence:

Are aware of their own cultural values and biases Value cultural differences that may affect how youth and adults express themselves Practice the “platinum rule” in treating others how they wish to be treated Immediately and actively respond to bullying, discrimination and bias between students and/or staff Are skilled in ways to engage in cultural discussions and reflection Work toward institutional change – effective policy and procedural changes that mitigate the effects of

institutional discrimination6

Culturally relevant settings:

Create a safe environment for youth to participate and explore their own culture(s) and identity Provide culturally relevant and sensitive curriculum, materials and tasks7 Do not assume or require that students acculturate or assimilate to the dominant cultural practices (i.e.

allow Muslim girls to remain covered during P.E.; address gender non-conforming youth by the pronoun they prefer)

How it impacts the Opportunity Gap:

Often culture is taken for granted. African American, Latino, Pacific Islander and many of their peers who have come to the United States as immigrants or refugees can be poorly served due to their non-dominant culture heritage. By actively reflecting on beliefs and assumptions staff can create an environment that is inviting and supportive to all youth and staff. Through training and programmatic aspects staff can reflect on their own beliefs as well as provide the space for youth to self-reflect. This process of self-reflection about assumptions creates the space for understanding. Through the sharing and experiencing of aspects of other cultures staff, parents and youth can breakdown the pejorative assumptions about cultures different from their own.8


National: Teaching Tolerance (Southern Poverty Law Center) - http://www.tolerance.org/

Teaching Tolerance has provided well-developed and research-based cultural education for 21 years (SPLC 41 years). Teaching Tolerance has hundreds of activities that address many topics including gender, race, slavery, immigration and migrant workers. The programs range from very specific to broad topics.

Local: Cultures Connecting - http://www.culturesconnecting.com/index.html Caprice D. Hollins, Psy.D and Ilsa Govan, M.A. provide workshops, both custom and framed. Well-developed training on the self-reflection process of understanding cultural discrimination and competency. Based out of Renton WA, they provide culturally responsive training around the greater Seattle area.

6 Hollins, Caprice, D. (2012). Cross Cultural Connection, LLC. Retrieved from: http://www.culturesconnecting.com/

7 Core Competencies for Child and Youth Development Professionals. (2010).

8 Core Competencies for Child and Youth Development Professionals. (2010).

http://www.tolerance.org/

http://www.culturesconnecting.com/index.html

http://www.culturesconnecting.com/



Safe & Supportive Strategies: IMPROVING SCHOOL CULTURE (Climate)

School Climate includes the norms, values and expectations that support people feeling socially, emotionally and physically safe. People are engaged and respected. Students, families and educators work together to develop, live and contribute to a shared school vision. Educators model and nurture attitudes that emphasize the benefits and satisfaction gained from learning.9

“The quality and character of school life fosters children’s development, learning and achievement.”8 Often there is a belief that school culture can’t be changed (not without significant staff/student turnover). There is research reflecting that this is not the case, that in fact there are very real approaches that can be taken in order to improve school culture.

Characteristics of Improving School Culture:

Staff stability Common goals are clear to all Recognition of the good work of all Open and honest communication Belief that all stakeholders - students, school and afterschool or youth development program staff are

valued and respected

How it works:

Improving school culture is largely about changing how staff and administrators feel about youth; and how they act on those feelings. In improving how adults characterize and feel about youth, youth in-turn change how they feel about themselves. And self-efficacy and positive mindsets are highly correlated with reduced at-risk behavior.

By focusing on goals, mission and the positive aspects of the system, programs can create a positive environment in which change is possible.

Changing beliefs and values from negative assumption to those that encourage support and growth create an atmosphere of achievement. These beliefs are: all students can learn, parents want their children to succeed and parents are partners in education. By believing in positive characteristics of students and parents teachers are able to do their best work without the idea that their effort is futile.10

In a positive school climate, administrators, teachers, students, and parents participate in decision making. By engaging stakeholders, stakeholders are more willing to participate in reform efforts and work diligently. Stakeholders feel their work is valued and will pay off.11

9 National School Climate Council. (2009). National School Climate Standards. Retrieved from:

http://www.schoolclimate.org/index.php 10

Tableman, B. (2004). School Climate and Learning. Best Practice Briefs, 31.

A growing body of empirical research shows that a sustained, positive school climate reduces dropouts and fosters youth development and academic achievement, as well as the knowledge, skills, and dispositions necessary for students to be responsible and productive members of society.

~National School Climate Council

http://www.schoolclimate.org/index.php




Schools and Afterschool and Youth Development programs that serve high populations of youth of color and English Language Learners have a rich culture that must be recognized as an asset to schools and communities.

Struggling schools often find it difficult to change what they believe. Low expectations can become self-fulfilling prophecies. By changing what staff expect and communicate to youth of color and ELL students there can be a change in how youth respond to programs, education and future goals.

School connectedness is a stronger predictor of reduced at-risk behavior than any other school environment variable.11 Black and Latino youth are known to have higher risk factors than white students. By taking an active role in school connectedness youth are more likely to attend and stay in school.


Safe, Supportive and Civil Schools – schoolclimate.org Safe, supportive and civil schools are characterized by norms, values and expectations that support people feeling socially, emotionally and physically safe; engaged and respected; and collaboratively involved with student-family-educator partnerships to develop, live and contribute to a shared school vision.12

Center for Educational Effectiveness – effectiveness.org Based on the 9 characteristics of high performing schools, CEE works to uncover staff, student, and parent perceptions about school culture and use this data to recommend specific training and facilitate a change in focus for schools and programs. The 9 characteristics are:

o A clear & shared focus o High standards & expectations for all students o Effective school leadership o High levels of collaboration & communication o Curriculum, instruction & assessments aligned with state standards o Frequent monitoring of learning & teaching o Focused professional development o A supportive learning environment o High levels of family & community involvement

11

Blum & Rinehart. (1997). 12

SchoolClimate.org



Safe & Supportive Strategies: RESTORATIVE JUSTICE

Restorative Justice (RJ) is an approach to dealing with harm in schools or afterschool and youth development programs. The tools or practices that RJ uses are numerous, but include most notably the victim-offender conference. This process seeks to empower the offender. By taking responsibility and having a discussion about the act that created the harm, youth are able to maintain dignity while being held accountable. The outcome of the conference is often a contract that reflects an “act of apology.” This tool is just one of many that reflect the larger principles of Restorative Justice. This approach seeks to provide staff and administrators new tools for dealing with harm in their communities (classrooms, schools or programs).

RJ programs generally focus on the negative impact to the victim and community. Harm to the relationships, rather than the rule that was broken are highlighted. By focusing on the relationships rather than the rule, staff are able to engage the youth in making amends and clarifying what the effect of the actions were.13 Clarifying the harm or effect of an action creates opportunity to engage the offender in “making things right.”

Often programs seek to prevent conflict or misbehavior. Even the best teacher and safest schools have conflict and misbehavior in their communities. Restorative Justice seeks to provide tools in order to deal with the eventual misbehavior. There is consensus that punitive discipline is rarely effective, and increasingly ineffective as youth get older… not only less effective, but punitive discipline often exacerbates the problems by excluding youth and eroding positive relationships with staff. Tools other than suspension and detention are essential to decreasing triggering of early warning indicators, especially Early Warning Indicator 2: suspension and expulsion.

Characteristics of Restorative Justice:

Reducing or eliminating out of school suspension Engaging the Victim and Community Meaningful consequencing for the victim and community Empowering the Offender to make things right

How it works:

By changing the dynamics from adversarial to a joint effort of repairing the harm to the community, youth who are normally shamed are now empowered and engaged in the process of making amends. The process of engagement creates the bonds to school, program and/or staff that binds youth to the community.

13

Amstutz, L. S. and Mullet, J. H. (2005). The Little Book of Restorative Discipline for Schools. Intercourse, PA: Good Books

Society is interconnected, which reframes crime as the cause and effect of damaged relationships and disconnection from a sense of belonging. If this is true, then the proper response to crime, to the violation of people and interpersonal relationships, is the obligation to make things as right as possible.

~Jonathan McRay

http://www.amazon.com/Lorraine-Stutzman-Amstutz/e/B001K8IXNW/ref=ntt_athr_dp_pel_1



Although consistently rated as among the most important teaching skills by teachers; classroom teachers report feeling most underprepared in the area of classroom management.14 Providing staff with skills and systems that promote accountability while at the same time engage youth in the community changes the dynamic from one of push-out to inclusion.

Restorative Justice goes beyond “feel-good” or single-issue approaches. It goes to the deep seeded causes of misbehavior. It creates change at the system level; it can change how adults and youth interact.

Enabling youth and staff/administrators to have a conversation creates a learning opportunity. How a youth understands harm, empathy, develops conflict resolution skills and communicates his or her needs are all essential skills for school and life success. Research over the past 25 years has consistently found evidence of socio-economic and racial disproportionality in the administration of school discipline. Students of color are disproportionately affected by zero tolerance, without any evidence of higher rates of misbehavior within these populations.15 This disproportionality manifests in a number of ways, one being that minority youth are given significantly harsher treatment when faced with the same referral.16 Alternative approaches to discipline can end the disproportional suspension rates of minorities. This greatly impacts the dropout rate by reducing the “push-out” affect that many youth minority students experience.

How community based organizations use Restorative Justice:

Cleveland High School in Seattle, WA is working with the City of Seattle’s Race and Social Justice Subcommittee in order to infuse RJ into their school wide discipline policy. The current policy setting reflects two competing principles. Cleveland High School is doing the hard work of reflecting on their practice and implementing tools/approaches that are more restorative.

Policy changes may include implementing victim-offender conferencing for all “suspension level” offences. For mid-level offences there may be the implementation of “accountability worksheets,” “facilitated parent-teacher-student conferences” and full data collection. The last policy change may include teacher training around “having the difficult conversation” while still holding students accountable.


SaferSanerSchools - Angela di Felice, M.S. 267-246-1414, [email protected] o This is a Restorative Justice approach to discipline. This is a model that reduces suspensions and out

of class referrals. Nicholas Bradford – Restorative Justice Facilitator www.RJfacilitator.wordpress.com

o Puget Sound based facilitator and trainer. Experience in schools and youth development organizations.

14

Skiba (2002). 15 Costenbader, V., and Markson, S. (1998). School Suspension: A study with secondary school students.

Journal of School Psychology. 36(1). 59-82; Road Map page 24 indicator. 16 Losen, D. J., and Skiba, R. J. ( 2010). Suspended Education Urban Middle Schools in Crisis. The

Southern Poverty Law Center.

mailto:[email protected]

http://www.rjfacilitator.wordpress.com/



Safe and Supportive Strategies: POSITIVE BEHAVIOR INTERVENTION and SUPPORTS

Positive Behavioral Intervention and Supports (PBIS) focuses on building a positive culture that is predictable, safe and consistent thus producing an effective learning environment. PBIS is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and acknowledgement of appropriate behaviors. PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems. PBIS seeks to make undesired behavior less effective and the desired behavior more functional.17 PBIS offers an alternative to the “get tough” response to problem behavior that plagues schools (even high schools). 18

Characteristics of PBIS:

3 Tiered system (universal, targeted group, individual) Graduated prevention/intervention strategies Teaching clear behavioral expectations School wide cultural change Acknowledge desired behavior

How it works:

PBIS creates three levels of behavioral supports for the community. By clearly communicating and teaching what behavior is expected in different rooms/locations staff are able to reinforce and reward positive behavior.

PBIS works first to acknowledge and encourage “right” behavior. By focusing on rewarding positive behavior in a consistent and school wide fashion students are more likely to experience positive recognition rather than corrective and negative attention for behavior. Changing what students receive attention for (positive vs. negative behavior) changes how students feel about school and themselves.

Consistent and equitable responses to problem behavior that aim to keep students in a school or community program setting.

Family and community consideration and focus.


By intentionally clarifying and teaching behavioral expectations and rewarding that expected behavior students will receive support and recognition of their good work. Programs will be intentional about training staff to be mindful of culture and race perspectives. The second and third tiers of PBIS are targeted and individual supports. Programs will need to be mindful when selecting students for “extra support.” The data management that accompanies PBIS will show disproportionally in reward and support.

17

Retrieved from: PBIS.org 18

Bohanon- Edmonson, H. & Flannery, B., Sugai, G., & Eber, L. (Eds) (2005). School wide PBS in High Schools Monograph. Retrieved from: http://www.pbis.org/highschool.htm

http://www.pbis.org/highschool.htm




SWPBS (School Wide Positive Behavior Supports) - pbis.org o The primary PBIS program out of the University of

Oregon. Primary researcher and curriculum developer. PBIS.org primarily provides trainers/consultants to schools. These consultants can implement programs and/or evaluate existing programs.

Northwest PBIS Network - http://www.pbisnetwork.org/ o The NW PBIS Network provides training and support for

schools developing and sustaining school-wide positive behavior interventions and supports.

School Wide Positive Behavior Supports is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

~PBIS.org

http://www.pbisnetwork.org/



Safe & Supportive Strategy: RESPONSE TO INTERVENTION (RTI)

RTI is an approach to identify and support youth who are struggling with academic performance. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness. RTI is an approach that stresses fidelity of implementation. Like many strategies, implementation can be a barrier to success. The four (4) pieces (below) of the approach are stressed but they also stress the implementation with in a culturally responsive environment (see: Safe & Supportive Strategies: CULTURAL COMPETENCE / RELEVANCE). The foundation is strengthened by using only evidenced based interventions.

RTI is both a strategy for intervening early within the general education and one part in the process by which students may be identified to receive special education and related services. Washington State has adopted and supported RTI across the state. It has also supported implementation fidelity through the use of the integrity rubric.

Characteristics of Response to Intervention:

Progress monitoring Data Based Decision making Screening Multi-level prevention system

How it works:

RTI is a process. This process is applied to all youth and in all settings. The process starts by evaluating all students. Through intentional evaluation of the entire student-body, schools are able to “catch” all struggling students. Level 2 interventions (evidenced based modification to instruction) can be applied to all students who are struggling. Through progress monitoring of interventions there is immediate feedback on the effectiveness of the interventions. Decisions based on data and feedback is used to determine if youth receive more intensive interventions or less. This process is implemented with a method for continuous improvement. Continuous improvement is focused on best practice interventions.


RTI can be an effective tool for both providing the correct level of support for students of color and reducing the disproportionate rate of students of color in special education. Hopefully this will reduced the number of “false positives” due to poor teaching practice rather than actual disability.

RTI’s focus on cultural responsiveness and strengths based interventions creates a positive climate. RTI understands that the evaluation process can be negatively or positively affected by cultural biases. Intentional work to identify these biases and implement processes that help to reduce the effect can positively affect the opportunity gap.




National Center on Response to Intervention - http://www.rti4success.org/

o This is the national center and directs most high level training. The Center is based at Vanderbilt University and the University of Kansas.

The Office of the Superintendent of Public Instruction - http://www.k12.wa.us/RTI/default.aspx

o The OSPI has several resources for planning, implementing and ongoing evaluations. They also train, fund and facilitate implementation.

The purpose of response to intervention is to catch struggling students very early. Teachers then provide high-quality instruction and academic interventions that are matched to the student's specific needs.

~Primary Education Oasis

http://www.rti4success.org/

http://www.k12.wa.us/RTI/default.aspx



PAIRING PBIS AND RTI

These two frameworks are similar in their approach to correcting student behavior or supporting student success. The principles are based in 1) universal supports for all students 2) targeted small group interventions 3) individualized interventions 4) data driven decision making 5) progress monitoring. While each program has very similar components they are applied in different settings. PBIS is largely a behavior modification/support system focused on classroom management and whole school (halls, fields, and cafeteria) behavioral norms. While on the other hand, RTI specifically targets educational outcomes. RTI uses very similar methodology to support students’ academic success; by screening all students, monitoring at regular intervals and having graduated interventions ready for students, schools can make better decisions about how students receive extra academic support.



Expectations & Engagement: GROWTH MINDSET

Focusing on supporting student development of a “growth mindset,” where young people believe that they are capable of increasing their intelligence, and that through effort and learning strategy support they will be able to be successful in school is a high leverage strategy. “Looking at mindsets has helped researchers [and practitioners] understand how young people can become dependent on praise, fearful of challenges, allergic to effort, and demoralized by critical feedback.”19

A fixed mind set is the belief that your intellect is “fixed,” that is to say; it doesn’t change much over time. A person with a fixed mindset believes if you’re smart now then you’ll always be smart; and conversely, if you’re not smart, then you’ll never be smart. People with a growth mindset believe that your intellectual capacity is elastic and with work will grow and develop. The growth mindset person believes if you work hard at something you don’t know, you will gain knowledge.20

It is important to understand that students don’t ever have only one mindset. They may have a fixed mindset around math (it’s hard and some people are naturally good at it), and a growth mindset about reading and writing (I learned to read, I can get better). The mindset may also express itself in degrees. Furthermore, researchers have been able to affect mindsets with very brief interventions. Growth mindset studies that involve only two tests have shown changes to mindset and performance. Also short interventions over the course of 3-4 weeks have shown improvements in scores as well as student understanding of brain development.

Praise is a major factor in changing and influencing mindsets. Praise and messages that focus on intelligence, smarts, ability, completion, and/or talent send the message that students have it or they don’t. Students who receive praise with a focus on effort, strategies, and/or perseverance believe that their ability to do a task in dependent on effort not on innate ability or talent.21

Practices that build Growth Mindset:

Reframe praise to focus on effort and work

Affirm that aspects of intelligence and ability can be developed

Assure youth that the brain has an enormous capacity for growth

Affirm that success comes from effort not talent or natural ability

Create a risk taking culture

Frame challenges with progress toward mastery, not simple completion.

Encouragement vs. Praise: praise for ability (or “being smart”) teaches a fixed mindset; praise for effort

or strategy teaches a growth mindset and fosters resilience.

19

Dweck, C. S. (2008). Mindsets: How praise is harming youth and what can be done about it. School Library Media Activities Monthly. 24(5) 55-58. 20

Dweck, C. S. (2008). Mindset. Ballantine Books. New York. 21 Dweck, C. S. (2007). Boosting Achievement With Messages That Motivate. Education Canada 47(2) 6-10



Directly teaching students to understand that the brain can create new connections and a student can

actually get smarter by working on difficult tasks. This direct teaching method has proven effective when

students were taught by teachers, outside workshop facilitators, and college-aged mentors.22

How it works:

As stated above mindsets are malleable. Youth can develop a growth mindset. When youth are given different messages about intelligence and ability it can change their perspective on effort and work as it relates to intelligence and ability. Students who experience success through effort begin to change their perspective. By creating a positive experience and relationship with work, students seek out more challenging problems. This translates to significant gains in the classroom.

Evidence shows that when people are reminded of a pervasive stereotype about an aspect of their identity that says they aren’t supposed to be smart (stereotype threat) before they take a class or a test, for example female students entering a math class in middle and high school, they will perform worse than their actual ability. However, with mindset training and supporting the development of a growth mindset, people can succeed and potentially close the achievement gap with mindset training.


Teaching a growth mindset can reduce the effects of “stereotype threat” (internalized oppression) on students of color; as well as increasing women’s success in STEM subjects, by shaping theories of intelligence.23 The “stereotype threat” comes into action when one is reminded whether society perceives their race or gender as high or low achieving before taking a test or in other high stakes situations. Students without a growth mindset may perform worse than they would have without the reminder of their identity (even as simple a reminder as checking a demographic box before a test). This indicates the need for strategies that focus not only on building a “growth mindset” in individual students but also on increasing equity and opportunities for all , especially those who have been most negatively impacted by inequitable systems, practices and policies in the past. Decreasing the experiences that lead to internalized oppression (or belief in a negative stereotype about oneself) is equally as important as helping individual students overcome “stereotype threat.”

More Information:

Mindset Works® School Kit. Includes a) growth mindset teacher professional development, b) Brainology® interactive program (http://www.brainology.us/webnav/whatismindset.aspx), which teaches students a growth mindset and how to apply it to their schoolwork, and c) tools for administrators, teachers and students to use on an ongoing basis to deepen the growth mindset in their schools.

22

Good, Aronson, & Inzlicht (2003), p. 657 23

Dweck (2007)

http://www.brainology.us/webnav/whatismindset.aspx



Expectations & Engagement: MEANINGFUL STUDENT INVOLVEMENT

While youth leadership and youth voice is infused in many settings in and out of school, using a specific model of engagement for youth that becomes systemic is more effective than diffuse models that don’t engage all youth or are not consistent. One model of student engagement is highlighted here.

Meaningful Student Involvement is defined as the process of engaging students as partners in every facet of the education system for the purpose of strengthening their commitment to education, community and democracy.24 Moving beyond listening to student voice, this model engages every student as partners with adults throughout schools. This model introduces nontraditional, highly effective opportunities for students in hallways, classrooms, principals’ offices, school boardrooms, and beyond.

Educators inadvertently deny the powerful potential of students when they think student voice is only for traditional student leaders or just for classroom teachers. Meaningful Student Involvement expands on student voice, positioning students as allies in learning, teaching, and leadership. Deliberately integrating this model throughout their buildings, educational leaders reposition students from being passive recipients of schools to being active partners throughout the education system.25

Professional development for educators on this model focuses on both line-level practices to create Student/Adult Partnerships with every student in every grade level in all schools, as well as systems transformation affecting all of education. Essential roles emerge, including students as school planners, educational researchers, classroom teachers, learning evaluators, systemic decision-makers, and education advocates. It also includes identifying concrete learning goals from involvement, creating practical systems for sustainability, and transforming traditionally exclusive adult-only environments.

Characteristics of Meaningful Student Involvement:

School-wide approaches to Meaningful Student Involvement. High levels of student authority through Meaningful Student Involvement. Interrelated strategies integrate Meaningful Student Involvement. Sustainable structures of support for implementing Meaningful Student Involvement. Personal commitment to Meaningful Student Involvement. Strong learning connections within Meaningful Student Involvement.

How it works:

Adults throughout schools learn about and incorporate Fletcher’s Cycle of Engagement into their learning, teaching, and leadership of schools.

Cross-education system goals are created in order to engage all students at all grade levels and in all subjects as contributing stakeholders in teaching, learning, and leading in schools.

All adults throughout an education environment expand their expectation of every student in every school to become an active and equal partner in school improvement.

24

Fletcher, A (2005) Meaningful Student Involvement Guide to Students as Partners in School Change. Olympia, WA: SoundOut. Retrieved from http://soundout.org/MSIGuide.pdf 25

Intrator, R. & Kunzman, R. "Who are adolescents today? Youth voices and what they tell us," In L. Christenbury, R. Bomer, & P. Smagorinsky (Eds.), Handbook of adolescent literacy research (360-371). New York: Guilford Press.



A core commitment is fostered within all members of the school community - including teachers, administrators, school staff, parents, community supporters and others - to meaningfully involve students as learners, teachers and leaders throughout schools.

Sustainable structures are implemented to support students and educators as they create responsive systems that engage all students in all schools.

The experience, perspectives and knowledge of all students are validated through sustainable, powerful and purposeful education-oriented roles.

All educators seek to position themselves as allies and partners with students. Similar efforts that engage teachers as classroom experts and parents as community partners can also include students as meaningful contributors. New efforts can be made to engage students as partners in regular settings too.

Meaningful Student Involvement Example:

In summer 2012, the Seattle Youth Engagement Zone program of Seattle Public Schools operated several STEM-focused summer programs for 9th and 10th grade students at Cleveland High School. One program used a cascading leadership model that engaged college-age facilitators in helping staff from CommonAction Consulting in designing curriculum to engage students as content-creators, project implementers, and classroom evaluators. Students participated in a full-time, two-week learning session featuring media literacy and service learning activities. Their group product, a student-produced short film called “Written Color,” addresses racism, sexism, and other social justice issues. Designed to be used to educate other young people about these issues, CommonAction has incorporated it into their training on Meaningful Student Involvement.

This program embodied the characteristics of Meaningful Student Involvement. Students had high levels of authority throughout the program, including determining topics to learn about, creating a project on issues important to them, and evaluating their learning afterward. The strategies in STEM and service learning were infused with Meaningful Student Involvement, and both students and adults in the program were committed to creating Student/Adult Partnerships. The strong learning connections led to the development of replicable model for additional settings in the future.


CommonAction Consulting provides training, tools, and technical assistance supporting Meaningful Student Involvement. Their services include an online database at www.soundout.org, professional development offerings for educators, and a classroom curriculum to teach students about being partners in school. Adam Fletcher, (360) 489-9680, [email protected].

Fletcher’s Cycle of Engagement

http://www.soundout.org/

mailto:[email protected]



Teaching and Learning Strategy: PROJECT BASED LEARNING

"An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't." — Anatole France

Project based learning is a teaching strategy that can lead to deeper understanding of content knowledge while at the same time developing 21st century skills and increase motivation and engagement in the classroom.

Projects can range in time frame from one week, to several months or an entire year; and can be small, discrete projects or be focused on an overarcing theme. High quality project based learning activities incorporate cooperative learning and principles of experiential education, and can make work more relevant and meaningful for young people. The cycle to the left frames the continuous process of project based learning.

Rigorous, relevant, and active learning projects in school and in out-of-school time settings can be highly effective. Simultaneous outcomes are what can be achieved when

project based learning is effectively implemented. Youth are on the road to becoming life-long learners.



Teaching and Learning Strategy: SERVICE-LEARNING

Service Learning is a teaching and learning strategy, adhering to the K-12 Service Learning for High Quality Practice Standards and Indicators, which connects learning (classroom and community) to real world issues and meeting community needs. Projects meet academic, civic, character, or leadership learning goals through hands on, relevant, and relational service, in collaboration with the community, build the capacity for empowered youth to be the change they want to see and can be! Ready for College, Career, and Life!

The Eight K-12 Service – Learning Standards for Quality Practice

Meaningful Service – engages participants in meaningful and personally relevant service activities.

Link to Curriculum – an instructional strategy to meet learning goals and/or content standards.

Reflection – challenging reflection activities that analyze oneself and one’s relationship to society.

Diversity – promotes understanding of diversity and mutual respect among participants.

Youth Voice –provides youth a strong voice in the planning, implementing, and evaluating experiences.

Partnerships – partnerships are collaborative, mutually beneficial, and address community needs.

Progress Monitoring – an ongoing process to assess the quality of implementation and progress towards

Duration and Intensity – sufficient duration and intensity to address community needs and meet specified outcomes.


Provides all diverse learners a common base of experience to build new acquisition of knowledge.

Teachers/Leaders discover knowledge together. Provides relationship and relevance to rigorous academic

learning in the motivational framework. Provides a model for all types/intelligences of learning styles

to participate. Service-learning is a teaching and learning model effective in

community development and building. Provides real world and often hands-on application of

knowledge and skills. Can be used in many settings of youth engagement and many

learning situations: formal and informal. Authentic strategy for youth and community engagement. Career awareness and exploration are often outcomes evident

in service-learning project.

It was interesting to learn about people’s lack of access to health care and food and jobs. I really learned a lot.

~Project 206 Student This is much more fun than what they do in other schools; it’s more hands-on with way more activities that gave us a better way to learn.

~Project 206 Student

WHAT?

SO WHAT?

NOW WHAT?



Examples of Service learning projects:

Aki Kurose Middle School: Planning began right at the start of the school year with the Seattle Aquarium and Service-Education-Adventure to explore human impacts on Puget Sound and all 6th grade teachers for an investigation trip to the Aquarium and aboard the vessel INDIGO. All teachers were coached on how the investigation was relevant to their subject area and wasn't just a "science fieldtrip." Each day, for 5 days (Oct 3-7), two school buses transported 251 students & 50 adult chaperones to the Seattle waterfront throughout the week. Chaperone handbooks including schedules, emergency contacts lists, talking points with students, texted reminders the night before supported the chaperone’s participation in the trip. Student field guides with input from science, math, social studies and language arts teachers were prepared. Almost every 6th grade teacher attended the field trip. Follow-up was provided informally with math and LA teachers, and more formally with science and social studies teachers to engage them in the ‘action’ service-learning implementation projects, which included: digital story about what they learned, to share with community; paint bus shelter with murals depicting marine life and human impacts on Puget Sound; and, paint the storm drains in the community in multiple languages of the community. Cleveland High School and YMCA: Project 206 was a 6-week summer program open to students who intend to attend Cleveland High School in the fall. The purpose of the program was to help students become acquainted with the high school, become better skilled in writing, mathematics, and science, become civically engaged in local issues, and develop multiple 21st century skills such as team work, leadership, and persistence. The overarching theme was ACCESS to: health care, healthy food, living wage jobs, and education, was investigated through literature, statistics, and comparing/contrasting two local neighborhoods. Student project preparation, actions, and reflections were brought together in their final demonstration of learning to community and parents.

For more information:

Service Learning Seattle – Seattle Public Schools www.seattleschools.org/modules/cms/pages.phtml?sessionid=&pageid=222692 Provides training and technical assistance to schools, teachers, and community partners in the high quality service-learning practice standards and project/program development and implementation.

National Service-Learning Clearinghouse (NSLC) – www.servicelearning.org Supports the service-learning community in higher education, kindergarten through grade twelve, community-based organizations, tribal programs, and all others interested in strengthening schools and communities using service-learning. K-12 Service-Learning Standards for Quality Practice – National Youth Leadership Council www.nylc.org/standards

http://www.seattleschools.org/modules/cms/pages.phtml?sessionid=&pageid=222692

http://www.servicelearning.org/

http://www.nylc.org/standards



Programs & Curricula: EXPANDED LEARNING OPPORTUNITIES

Expanded Learning Opportunities (ELOs) are structured, intentional, and creative learning environments outside the traditional school day. ELOs build linkages with schools to align in-school and out-of-school learning. High-quality ELOs coordinate with schools to create enriching experiences for youth with activities that complement classroom-based instruction26. Research shows that ELOs play a critical role in the healthy development and educational achievement of young people.27

As we move through another cycle of education reform in America, across the nation the traditional school model is be reconsidered- conventional thinking about when, where and how kids learn is changing. ELO’s are the best of both worlds. They are engaging creative educational opportunities and rich social/emotional and leadership experiences for youth. These two qualities of ELO’s translate into significant growth and learning for youth.

Characteristics of Expanded Learning Opportunities:

Programming is clearly connected to school day and takes responsibility for educational outcomes. (This bullet differentiates ELOs from other high quality afterschool and youth development programs).

Physically and emotionally welcoming, safe, and supportive environment for all participants. Culturally-relevant and responsive teaching & learning. Every child is treated as capable regardless of socio-economic status, race, ethnicity, religion, gender and

sexual orientation. Mutually beneficial partnerships and collaboration between schools, families, and communities. Programming strives to engage the minds and hearts of young people through engaging learning.

How it works:

ELOs are provided by child and youth development professionals before, during- and after-school; summer; and extended-day, -week or –year programs. They provide a range of enrichment and learning activities in various subjects including arts; civic engagement; service-learning and science, technology, engineering and math (STEM), and competencies for career readiness including 21st Century Skills & global citizenship.

Additional time in a non-traditional learning environment expands and fosters positive learning experiences for youth. ELOs offer academic support, promote deeper learning and cultivate academic mindsets in youth.28 Changing academic mindsets and educational skills during out of school time directly translates to increased academic success. When out-of-school time programming is directly tied to educational standards (common core) youth are able to draw real and fruitful connections from out-of-school time programming and the classroom experience. This translates to direct improvement in content knowledge, grades, and educational success.

26

School’s Out Washington (2012) ELO Policy Workgroup; abbreviated definition 23

School’s Out Washington (2012) ELO Policy Workgroup; abbreviated definition 28

Alliance for Education (July 2011). Assessing Deeper Learning. Retrieved from: http://inpathways.net/AssessingDeeperLearning.pdf

“Family engagement in

ELOs has been linked to

positive youth outcomes,

such as improved behavior,

well-being, and school

success. It has also been

found to support better

relationships between

parents and children.”

~Harvard Family Research

Project

http://inpathways.net/AssessingDeeperLearning.pdf




Children of color and children from low-income homes tend to enter kindergarten less prepared than their white middle-class counterparts and often trail behind in school throughout adolescence29. “Summer learning loss” accounts for about two-thirds of the ninth grade achievement gap in reading. 30 Over a decade of research and evaluation shows that quality afterschool and summer learning programs support overall youth development, particularly for children and youth living in poverty, youth of color and English language learners. Research validates what child and youth development professionals know: along with parents, peers and schools, high-quality ELO programs support students and equip them with many of the skills needed to be active learners in school.31

As stated in the introduction to this paper, “over the last 40 years upper-income parents have increased the amount they spend on their kids’ enrichment activities, like tutoring and extracurricular activities, by $5,300 a year. The financially stressed lower classes have only been able to increase their investment by $480, adjusted for inflation.”32 This statistic makes it very apparent that providing access and equity of expanded learning opportunities to lower income young people is a critical responsibility of our communities to ensure the opportunity gap does not continue to widen.

Brief Expanded Learning Opportunity Examples:

The Seattle Elementary Alignment Team (SEAT) is providing support to community based organizations serving K-5 Seattle Public School students through academic data literacy support, strategy development to connect afterschool providers with school-day curriculum, and intentionally supporting academics as well as critical social and emotional skills development.

The Boys & Girls Clubs of King County run “Powerful Choices” a program which facilitates the understanding of healthy lifestyles and choices for youth and teens. Powerful Choices connects healthy nutrition and activity choices to 21st century skills like creative and critical thinking through media literacy and student-led activities, which is translating to improved school success. For more information and examples of the program visit: http://jointhemediaclubhouse.org/index.php.


TASC: ExpandED Schools: http://www.tascorp.org/section/what_we_do/develop_program_models This program supports schools and youth development organizations in building a comprehensive system that opens the school for the three hours afterschool without extending teacher time. This program also builds in connections between school day academics and afterschool learning opportunities.

Schools Out Washington: http://www.schoolsoutwashington.org/index.htm Washington’s Afterschool and Youth Development intermediary agency conducts trainings on many topics including ELOs. SOWA is currently developing state-wide ELO policy for Washington State.

29

Extended Learning Opportunities: A Policy Statement of the Chief State School Offi cers, 2006. www.ccsso.org/content/PDFs/PolicyStatementOnExtendedLearningOpportunities.pdf. 30

Lasting Consequences of the Summer Learning Gap, Karl L. Alexander, Doris R. Entwisle, and Linda Steffel Olson, American Sociological Review 2007. Additional Sources: The Achievement Gap, Education Week, Aug 3, 2004. Annie E. Casey Foundation 2011. 31

Families and Expanded Learning Opportunities: Working Together to Support Children's Learning (April 2012); Harvard Family Research Project and the National Conference of State Legislatures 32

Brooks, D. (2012). The Opportunity Gap. The New York Times, July 9th

, 2012.

http://jointhemediaclubhouse.org/index.php

http://www.tascorp.org/section/what_we_do/develop_program_models

http://www.schoolsoutwashington.org/index.htm

http://www.ccsso.org/content/PDFs/PolicyStatementOnExtendedLearningOpportunities.pdf



Assessment: EXPANDING SCHOOL DAY CURRICULUM AND ASSESSMENTS TO INCLUDE

21ST CENTURY SKILLS: AN ARTS CASE STUDY

The New Common Core Standards

The new Common Core State Standards, which began in language arts and mathematics and has now inspired

parallel efforts to develop new standards in science, social studies and the arts, have brought a greater focus on

habits of mind—higher order thinking skills that relate to the 21st Century Skills young people will need to master

to participate in a 21st Century creative and service-based economy. As these new standards emerge, districts and

teachers have to learn how to develop curriculum that meaningfully develops these skills, as well as classroom-

based assessments to measure student growth in these areas.

A Case Study of Arts Learning in Seattle Public Schools

While for many, 21st Century Skills such as creativity and imagination might seem synonymous with arts learning,

they would not have gotten that impression from reading the National or Washington State Arts Standards. Until

recently, arts standards have emphasized the development of discrete techniques and skills in specific arts forms,

not the higher order thinking skills or processes involved in creative expression. The National Core Arts Standards

currently in development seek to emphasize the development of 21st Century Skills alongside artistic technique

and skills. In response to the emerging National Core Arts Standards, as well as in an effort to align arts learning

with broader district learning goals, Seattle Public Schools (SPS) initiated an effort to develop new arts curriculum

and assessments that include a focus on the development of 21st Century Skills including creative and critical

thinking, communication, collaboration and growth mindset. This focus on 21st Century Skills has been a focus of

many community based arts education programs for many years. For this reason, SPS partnered in this work with

Arts Corps, a Seattle-based arts education program that has focused its work around the development and

assessment of habits of mind.

Arts Corps worked with national education consultant Dennie Palmer Wolf and Seattle Public Schools arts

specialists to develop unit plans and performance based assessments to help teachers foster and document their

students’ growing 21st Century Skills. Arts Corps first approached this work by gaining the perspectives of key

stakeholders to help inform the planning process, including arts specialists, curriculum managers, school

principals and regional collective impact efforts (YDEKC and the Road Map Project). Arts Corps also reviewed

current assessment practices within arts learning in Seattle Public Schools, as well as research on best practices in

assessment of college readiness skills and creative capacities nationally and internationally.



This work has resulted in high quality unit plans and performance based assessments that build intentional

opportunities to develop and explore 21st Century Skills. SPS is also developing support tools for principals, the on-

site supervisors of arts specialists, to bolster their understanding of arts teacher practices that cultivate 21st

Century Skills.

How this strategy impacts the opportunity gap

The development of a growth mindset and 21st Century Skills are key strategies to support school success for all

learners, as presented by YDEKC in Part I of this paper. The ability of arts education to impact both academic

success and 21st Century Skills in students is also well documented. Studies by the Arts Education Partnership

show increased problem-solving, conditional and creative thinking among arts-engaged students. According to a

major study by UCLA, low-income students who attended arts-rich high schools were twice as likely to go on to

receive a bachelors degree than those at arts-poor high schools.33 Yet despite the growing evidence, the disparity

in arts learning opportunities between wealthy and lower income communities continues to grow. A recent report

on arts participation nationally by the National Endowment for the Arts underscored this problem: African

American and Latino respondents are half as likely as their white counterparts to report having had any childhood

arts education.34

The same pattern around arts participation has been documented in Seattle. In fact, a recent report from Seattle

Public Schools shows that race is the greatest predictor for elementary music access. At the secondary level,

students who are black, eligible for free or reduced price lunch or bilingual are less likely to enroll in arts classes.

In 2011-2012, the odds of African American, Latino and American Indian/Alaskan Native students being enrolled

in an arts class were significantly lower – as much as 33% lower – than their white counterparts.35

One of the challenges contributing to an education system with stratified access to arts education lies within arts

education itself. The historical approach to arts education in the United States, as reflected in the national arts

standards, is one based on the conservatory tradition of arts education—a system of education designed to

produce a creative elite of technically advanced artists who will become the producers of art for the economic

elite, performing in the symphony hall or hanging work in galleries.36 As such, school-based arts education has not

been well designed as central to the education for all students. Through an emphasis on teaching the 21st Century

Skills developed through creative practice, principals, teachers and parents will recognize the benefits of arts

education for all young people, and as a result, more students of color will be better equipped to thrive in school

and to participate in today’s creative economies.

33 Catterall, James S., Doing Well and Doing Good by Doing Art: The Effects of Education in the Visual and Performing Arts on the Achievements and Values of Young Adults, Los Angeles/London: Imagination Group/I-Group Books, 2009. 34 Rabkin, Nick and E.C. Hedberg, “Arts Education in America: What the Declines Mean for Arts Participation,” National Endowment for the Arts, February 2011. 35 de Soto, Annette, “Arts Access Survey and Cohort Analysis Results, Final Report” Seattle Public Schools, June

2012. 36 Rabkin, Nick et al., “Teaching Artists and the Future of Education,” NORC, University of Chicago, September 2011.



Structural Framework: COMMUNITY SCHOOLS

A community school is both a place and a set of partnerships between the school and other community resources.

Its integrated focus on academics, health and social services, youth and community development, and community

engagement leads to improved student learning, stronger families and

healthier communities.37 Community schools represent a structure, not a

program. Partners and stakeholders come together to agree on a set of

results for children that they will achieve together. They develop a

coordination system to connect children and families with opportunities,

services, and resources. They share accountability for results. They

transform schools and communities.

In the community schools approach, the central ‘lever of change’ is

improving educational equity and supporting educational attainment,

especially for underrepresented or underserved groups. Community

schools engage residents and address gaps in services, and increase access

to quality services for students and their families, including physical and

behavioral health, nutrition, housing, youth development, parent

education, and much more. Understanding this model we must understand

that it is situated in a place. As mentioned above, this is not a “school

improvement model” but community development through a focus on

schools as centers of the community.

Characteristics of Community Schools:

Shared vision and accountability for results. A clear, mutually agreed-upon vision focused on results

drives the work of community schools. Agreements enable partners to hold each other accountable and

move beyond “turf battles.”

Strong partnerships. Partners share resources and expertise and collaborate to design community

schools and make them work.

High expectations for all. Community schools are organized to support learning. Children, youth, and

adults are expected to learn to a high standard and to become contributing members of their

community.

Community strengths. Community schools marshal the assets of the entire community, including the

people who live and work there, local organizations, and the school.

Respect for diversity. Community schools know their communities. They develop respect and a strong,

positive identity for people of diverse backgrounds and are committed to the welfare of the whole

community.

Local decision making. To unleash the power of local communities, local leaders make decisions about

their community schools strategy while people in individual schools respond to their unique

circumstances.

37

Coalition for Community Schools. (2012). Retrieved from: http://www.communityschools.org/

There are two truths that I have learned while mentoring these young men. The first is that we don't have "at risk youth," we have an "at risk nation". The second truth is that each one of us is a mentor, though we may not like what our mentoring says about us. By not investing in the lives of our children, we communicate that we have other priorities. But we can make a difference with just a little time, energy and commitment for a child.

~ Tony Moore

http://www.communityschools.org/



How it works:

Community schools are built on a fundamental premise—that every child and every school is capable of excellence

given the right conditions for learning. A community schools strategy creates the culture and structure needed to

ensure fulfillment of the following six conditions:

Early childhood development programs are available to nurture growth and development.

The school offers a core instructional program delivered by qualified teachers; instruction is organized around a challenging curriculum anchored by high standards and expectations for students.

Students are motivated and engaged in learning—in both school and community settings— before, during, and after school and in the summer.

The basic physical, mental, and emotional health needs of young people and their families are recognized and addressed.

Parents, families, and school staff demonstrate mutual respect and engage in effective collaboration.

Community engagement, together with school efforts, promotes a school climate that is safe, supportive, and respectful and that connects students to a broader learning community.

Of course, schools cannot create these conditions on their own. They require strategic partnerships among

schools, partner agencies, families, and community members. A community schools strategy leverages,

coordinates, and maximizes resources, including a coordinator to manage day-to-day activities at each school site.

Initiatives develop a collaborative leadership structure that helps them execute and integrate key functions

system-wide. Typically, the structures connect community-wide and site-level leadership, often through an

intermediary entity.

Community-wide leadership (e.g., school districts, government, United Way chapters, businesses, community- and faith-based organizations) is responsible for overall vision, policy, and resource alignment. It creates the context and capacity for expansion. It serves as a networking vehicle for policy development and communication in which several leaders of community initiatives decide why and how to align their resources to build and sustain a system of community schools.

School-site leadership (e.g., parents, residents, principals, teachers, community partners, and young people) is responsible for planning, implementation, and continuous improvement. Leaders ensure that implementation satisfies local needs, aligns with the school’s academic mission, and generates practice knowledge and data to inform improvements in community-wide policy and site practice.

An intermediary entity (an organization or a working group composed of key leaders and managers from one or more partner agencies) provides planning, coordination, and management. Leadership powers the work by ensuring communication between community-wide and school-site leaders and by facilitating operational functions at all leadership levels and across school sites. It convenes school and community partners, provides strategic planning, and ensures that what happens at the community leadership level empowers students, families, and practitioners at school sites.




Some of the out-of-school factors that affect a student’s ability to

learn include residence in a high-poverty neighborhood, an

unmarried teen mother, irregular attendance, and the ripple effects

of family substance abuse and mental health issues, unemployment

or frequent mobility, social isolation, poor health care and diet, and

lack of educational support. Each of these factors has a pronounced

impact on a child’s cognitive, emotional, social, and physical

development.

Community schools identify resources that help address out-of-

school factors and connect home, school, and community in ways

that make student success possible. Families become their

children’s most important influence and are encouraged to become

school decision makers. By paying attention to both academic and

non-academic learning, community schools reach the whole child

and encourage the growth and development of a range of

reinforcing competencies—social, emotional, physical, and

academic. In community schools, engagement precedes achievement—and intensifies it—in classrooms and

community-based learning opportunities. Relationships with caring adults help young people build networks of

support, develop important social skills, and expand their horizons. In community schools, students come to

school because they want to learn; what is more, they are ready to learn.

How community based organizations use Community Schools:

One of the primary community school strategies is to have site-level coordination. Community based

organizations can structure themselves to become intermediary organizations that provide the coordination

necessary to align external resources with a common set of indicators. If a school site is already a community

school, the site-level coordinator will work with the community based provider to coordinate logistics, recruit

students or families, and assist with insuring a smooth connection to the school.


Community Schools Collaboration - http://www.cscwa.org/

o CSC supports Tukwila and Highline school districts, operating in 20 schools between the two districts.

They have been recognized as a successful model.

Communities in Schools - http://www.ciswa.org/

o This is a national program. In the state of Washington they can be found in 14 school districts

operating in 69 schools. They serve 5 districts in the Road Map Project area: Seattle, Renton, Auburn,

Kent, and Federal Way and track progress towards school success for children served.

Schools United Neighborhoods (SUN) Network - http://web.multco.us/sun/sun-community-schools

o SUN Community Schools are the school-based service delivery sites for the SUN Service System, a

broader system of community-based care and support for children and their families. There are

currently 64 SUN Community Schools in 6 school districts across Multnomah County.

One in four children growing up in America cannot become a healthy, self-sustaining adult without immediate attention. The primary institutions that have traditionally carried the responsibilities for raising and teaching children—families and schools—cannot fulfill their obligations without immediate and intensive assistance. We must call on schools and community institutions to come together in an organized movement to help young people gain equal opportunities to grow into responsible adults. –

Joy Dryfoos

http://www.cscwa.org/

http://www.ciswa.org/

http://web.multco.us/sun/sun-community-schools

http://web.multco.us/sun



APPENDIX A:

SKILLS & DISPOSITIONS THAT SUPPORT YOUTH SUCCESS IN SCHOOL

INDICATORS SKILLS & DISPOSITIONS

Mo

tiva

tio

n &

En

gage

me

nt

SELF-MANAGEMENT & FUTURE ORIENTATION

Goal management: setting short and long term goals and monitoring progress towards them

Hope and optimism: positive beliefs regarding one’s future potential, goals and choices

Self-control / self-discipline: assessing and regulating one’s feelings, emotions and behaviors

Grit / perseverance: the ability to stay focused in the long-term on a goal despite obstacles

POSITIVE MINDSETS

Growth mindset: belief that intelligence and ability can increase through effort

Self-Efficacy: belief in one’s own capabilities and capacity to learn and succeed

Relevancy: belief in importance of learning and that the work done in school is relevant to achieving personal goals

BELONGING & IDENTITY

Relationship building: establishing and maintaining positive relationships with adults and peers, characterized by being included, being recognized and contributing.

Sense of belonging: perception of acceptance and support in a learning community

Contributing to the well-being of one’s school and community

Personal identity: understanding and valuing one’s own culture, values and interests

21

st C

en

tury

Ski

lls

INTERPERSONAL SKILLS

(21st Century Social Skills)

Collaboration: learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue; negotiate, and compromise when working in pairs or groups

Communication: ability to effectively communicate, convey, negotiate, or assert interests, thoughts, emotions, needs, and rights - oral, written, multi-media and nonverbal skills

Social capital: recognizing and using family, school, and community resources (asking for help)

Empathy: caring, compassion

Diversity appreciation / cultural competence: the set of congruent behaviors and attitudes that enable a person to work effectively in cross-cultural situations

Conflict resolution: preventing, managing, and resolving interpersonal conflict

CREATIVITY & CRITICAL THINKING

(21st Century Thinking Skills)

Creative thinking: using a wide range of idea creation techniques

Imagination: intellectual inventiveness used to generate, discover, and restructure ideas or imagine alternatives.

Innovation implementation: to act on creative ideas to make a new contribution.

Reflection: ability to reflect on one’s assumptions and thinking for the purposes of deeper understanding and self-evaluation.

Abstract thinking

Logical and/or scientific thinking

Transfer of knowledge: utilizing skills learned in prior experiences under new circumstances

part 2: strategies to build the skills & dispositions that support youth

Documents