2009 january conference office of superintendent of public instruction
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2009 January Conference Office of Superintendent of Public Instruction. Learning and Teaching Support Presenters. Mona Johnson Greg Williamson Ron Hertel Annie Blackledge Travis Smith Pam O’Brien Kathleen Sande. Washington State’s Goal for Education. - PowerPoint PPT PresentationTRANSCRIPT
2009 January Conference Office of Superintendent of Public
Instruction
Learning and Teaching Support Presenters
Mona JohnsonGreg Williamson
Ron HertelAnnie Blackledge
Travis SmithPam O’Brien
Kathleen Sande
Washington State’s Goal for Education
“The goal of the Basic Education Act...…Shall be to provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives.”
RCW 28A.150.210
A Supportive Learning Environment
Is safe, civil, healthy and intellectually stimulating where students are engaged in learning and are committed to acquiring the knowledge, attitudes, skills and behaviors to succeed in the 21st century.
Such an environment must be supported by weaving together the resources of students, families, communities, and school staff.
Physical EmotionalEmotional(Stamina)
(Resiliency /empathy)
Intellectual
The Whole Learner
(Problem solving / creativity)
All components are interdependentAll components are interdependent
To Learn Effectively, Children Must:
• Have full access to educational opportunities
• Feel valuable and supported
• Attend a safe, properly functioning school
• Have minimal distractions
• Have optimal health
Response to Intervention
Response to InterventionCore Principles:
• Use all resources to teach all children.
• Intervene early.
• Use a problem solving model to make decisions. (FBA)
• Make data based decisions.
• Use multi-tier model of service delivery.
• Deliver scientific, research based interventions with fidelity according to the intervention plan.
Pyramid of Interventions
Indicated
Selected
Universal
5% - 10%
15% - 25%
65% - 80%
Assessment of Your School
Emma and KathyEmma
PregnantLives with boyfriend’s familyBoyfriend suspected of using and selling
drugsDepressed-withdrawnStruggling in school- grades dropped at
least one grade this academic yearMother and stepfather not supportive of
pregnancy and boyfriend ; kicked her out of the house
History of sexual abuse by biological fatherFamily history of poverty; no family
member graduated form high school
KathyEngaged in school and activities B studentSet goal to graduate from high school
and attend business school (first in family)
Has positive view of the future Feels very connected to mother and
younger siblingsGood social skills- very
outgoing and politePopular at school- lots of friends Perspective; good at problem solvingGood sense of humor
The Power of Observation
Assessing the Learning Environment- Data
Demographics– Age, gender, race/ethnicity, – Poverty– Student turnover– Substance abuse/mental health– Community geo-demographic indicators
Sources– WSIPC, school surveys, community archival data—
county profiles, Healthy Youth Survey
Assessing the Learning Environment- Data
Perceptions– Students – Staff– Parents– Community
Sources– School survey, focus groups, key informant
interviews, Healthy Youth Survey
Support Service Functions
Three categories:1.Direct services and instruction2.Coordination, development, and leadership
related to programs, services, resources, and systems;
3.Enhancement of connections with community resourcesAdelman and Taylor, 1993, 1997; Center for Mental Health in Schools, 2001; Taylor and Adelman, 1996
Important Research Findings:
Two key indicators for lowering the risk of achild's involvement in negative behaviorand improvements in academic achievement:
– Connectedness to a parent – Connectedness to a school based adult
Journal of the American Medical Association (2004)
Conceptual Framework for School Improvement
RIGOR
PERSONALIZED LEARNING
RELEVANCE
RELATIONSHIPS
Daggett
Adverse Childhood Experiences(ACE’s)
Brain Development Patterns
NEUTRAL START
BRAINHormones, chemicals & cellular systems prepare for a tough life in an evil world
OUTCOMEIndividual & species survive the worst conditions.
INDIVIDUAL• Edgy• Hot temper• Impulsive• Hyper vigilant• “Brawn over
brains”
BRAINHormones, chemicals & cellular systems prepare for life in a benevolent world
TRAUMATIC STRESS
OUTCOMEIndividual & species live peacefully in good times; vulnerable in poor conditions
INDIVIDUAL• Laid back• Relationship-
oriented• Thinks things
through• “Process over
power”
Dissonance between biological expectations & social reality fuels psychiatric disorders
Adapted from the research of Martin Teicher, MD, Ph.D
Consequences of Biological Outcomes
COGNITIVE• Slowed language development• Attention problems (ADD/ADHD)• Speech delay• Poor verbal memory/recall• Loss of brain matter/IQ
SOCIAL• Aggression & violent outbursts• Poor self-control of emotion• Can’t modify behavior in response to social cues• Social isolation—can’t navigate friendship
MENTAL HEALTH• Poor social/emotional development• Alcohol, tobacco & other drug abuse—vulnerable to early initiation• Adolescent & adult mental health disorders—especially depression, suicide,
dissociative disorder, borderline personality disorder, PTSD
Adverse Childhood Experiences (ACEs)
1. Child physical abuse
2. Child sexual abuse
3. Child emotional abuse
4. Neglect
5. Mentally ill, depressed or suicidal person in the home
6. Drug addicted or alcoholic family member
7. Witnessing domestic violence against the mother
8. Loss of a parent to death or abandonment, including abandonment by divorce
9. Incarceration of any family member
Trauma and Learning
Washington State Statistics2005 - 11.6% below poverty level
($19,500 for a family of four)2001 – Poverty rate was 9.9%2004- WSPD - 52,055 domestic violence calls2005 - 14% of students experiencing cultural transitions
speak a language other than English 2007 – 76,000 CA/N referrals – investigated 42,000 – Over 10,000 children placed in foster care
and another 12,000 living with relatives
Personalized Trauma• Child abuse and neglect• Cultural transition/language
barriers• High level of responsibility at
home• Poor health/injury of either
the student or family member• Death of a significant person• Loss of a relationship• Foster care
• Disability(ies)• Poverty• Homelessness• Pregnancy• Incarceration • Military Deployment• Mental Health/ Substance
Abuse• Criminal involvement• Bullying and harassment in
school or community
Complex Trauma
The term complex trauma describes the dual problem of children's exposure to multiple traumatic events and the impact of this exposure on immediate and long term outcomes.
Focal Point, 2007, Cook, Spinzzola, Ford, Lanktree
Complex Trauma is a major precursor to behavioral and emotional problems
• 75% of children/families who experience multiple forms of family violence receive no service
(Multiple National and Local studies)
• 21% of children experience a severe emotional disturbance annually—less than 20% of this group receive a specific service targeted to social and emotional development (Kutash et al., 2006)
• Victims of maltreatment are 12 times as likely to attempt suicide
• Child witnesses to family violence are 6 times as likely to commit suicide
Trauma Visibility
Massachusetts Advocates for Children
Helping Traumatized Children Learn
Flexible Framework for Trauma Sensitive Schools
• School wide infrastructure and culture;• Staff training;• Linking with Community Partners;• Academic instruction for traumatized
children;• Nonacademic strategies; and• School policies, procedures, and
protocols
Resilience
Resilience: The capacity to rise above adversity and to forge lasting strengths in the struggle. It
is the means by which children/adults can rebound from hardship and emerge as strong, healthy individuals able to lead gratifying lives,
albeit with some scars to show for their experiences.
Wolin and Wolin
Competence Confidence Connection Character Contribution Coping Control
Dr. Kenneth Ginsburg, American Academy of Pediatrics
Ingredients of ResilienceCrucial “C’s”
Resilient Children• “A resilient child is one who bounces back from
adversity and continues to function reasonably well, despite continued exposure to risk” Gilligan, 1997
• Resilient youth share:
• Self-esteem and self confidence• Sense of self-efficacy - a belief in their ability to affect their
own lives• A range of social, problem solving approaches• One significant adult• External support system
Social Emotional Learning (SEL)
What is SEL? • The process through which children and adults
acquire the skills to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively
• These skills provide the foundation for academic achievement, maintenance of good health, and civic engagement in a democratic society
CASEL http://www.casel.org
Teach SEL Competencies
• Self-awareness• Social awareness• Self-management• Relationship skills• Responsible decision making
GreaterAttachment,
Engagement, & Commitment
to School
Less Risky Behavior, More
Assets, MorePositive
Development
Better Academic
Performanceand Success
in School and Life
Safe, Caring, Challenging,
Well-Managed ,
ParticipatoryLearning
Environments
How SEL Supports Good Outcomes for Kids
Slide Courtesy of CASEL
The Value of Partnerships – Schools Can’t do it Alone!
School
FamilyCommunity
Learning EnvironmentComponent
Instructional Component
ManagementComponent
Supporting Success for ALL Kids
Howard Adelman & Linda TaylorDepartment of Psychology, UCLA
System of Early InterventionEarly-after-onset
(moderate need, moderatecost per individual)
Systems of PreventionPrimary prevention
(low end need/low cost per individual programs)
Systems of CareTreatment of severe and
chronic problems(High end need/high costper individual programs)
School Resources(facilities, stakeholders
programs, services)
Community Resources(facilities, stakeholders
programs, services)
Examples:
• General health education• Drug and alcohol education• Support for transitions• Conflict resolution• Parent Involvement
• Pregnancy prevention• Violence prevention• Learning/behavior
accommodations• Work Programs
• Special education forlearning disabilities,emotional disturbance,and other health impairments
Examples:
• Public health and safety programs• Prenatal care• Immunizations• Recreation & enrichment• Child abuse education
• Early identification to treat health problems• Short-term counseling• Family support• Shelter, food, clothing• Job programs
• Emergency/crisis treatment• Family preservation• Mental Health Services• Treatment programs• Disabilities programs• Health services• Foster placement/group homes
Potential Partners • Dept. of Social and Health Services • Department of Corrections • Parents and students • County Government Agencies • County Public Health Departments • Human Resource Committees• Internal Revenue Service • AmeriCorps • Local Fire and Police Departments • Local Libraries • Tribes and other ethnic resources specific to the community • Local businesses • School districts
Family Involvement in Learning
Epstein’s Six Types of Involvement:
• Parenting
• Communicating
• Volunteering
• Learning at home
• Decision making
• Collaborating with the community
Build Relationships into a Network
of Community ResourcesQuestions to ask
• What programs already exist in your school or district that could work closer together?
• What community relationships can you draw on to create a network for students and families?
• Do you know any parents could assist with the project ?
Students Tell the Best Stories – It’s their life we’re talking about!
Values to Consider• All children can learn• Respecting families and their strengths is imperative• Build on assets the family and the community possess• Plan WITH families and students - not FOR them• Utilizing practices that are responsive to diverse linguistic, cultural, ethnic values, and morals• Assuring equal ease of access to support• Helping families and students understand and navigate systems
—education, social services, health, career training/retraining, and local government--as students and families move to self-sufficiency
• Guaranteeing parent and student voice/leadership in all aspects of programming
ReferencesAdelman and Taylor, School Mental Health Project at UCLA
http://www.smhp.psych.ucla.edu
Office of Superintendent of Public Instruction, School Improvement Planning http://www.k12.wa.us/SchoolImprovement/default.aspx
“Helping Traumatized Children Learn”, Massachusetts Advocates for Children http://www.massadvocates.org/helping_traumatized_children_learn
“Focal Point” Spring 2007, The Office of Health and Human Services, The Commonwealth of Massachusetts http://www.mass.gov/?pageID=eohhs2modulechunk&L=4&L0=Home&L1=Government&L2=Departments+and+Divisions&L3=Massachusetts+Commission+for+the+Blind&sid=Eeohhs2&b=terminalcontent&f=mcb_focal_point_spring07&csid=Eeohhs2
Additional ReferencesThe National Child Traumatic Stress Network http://www.nctsnet.org/nccts/nav.do?pid=hom_main
Kids Counthttp://www.aecf.org/MajorInitiatives/KIDSCOUNT.aspx
Collaborative for Academic, Social and Emotional Learninghttp://www.casel.org/
Wolin and Wolin, Project Resiliencehttp://projectresilience.com/index.htm
Healthy Youth Survey http://www.doh.wa.gov/EHSPHL/hys
US Census Bureau quickfacts.census.gov/qfd/states/00000.html
Adverse Childhood Experiences Study http://www.cdc.gov/NCCDPHP/ACE/questionnaires.htm
Learning and Teaching Support – OSPI http://www.k12.wa.us/LearningTeachingSupport/default.aspx