helping students be academically present to learn in the era of the common core

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Helping Students be Academically Present to Learn in the Era of the Common Core David Osher, Ph.D. National Association of School Psychologists

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Helping Students be Academically Present to Learn in the Era of the Common Core. David Osher, Ph.D. National Association of School Psychologists . Outline. The Promise of Education School Effects The Implications of the Institute for Medicine Report Improving Outcomes - PowerPoint PPT Presentation

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Page 1: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Helping Students be Academically Present to Learn in the Era of the Common Core

David Osher, Ph.D.National Association of School Psychologists

Page 2: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Outline The Promise of Education School Effects The Implications of the Institute for Medicine

Report Improving Outcomes The Promise and Challenge of the Common

Core Race, Discipline, and Access to the Common

Core Cleveland as a Proof Point Measurement & Continuous Improvement Summary

Page 3: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Cutting to the Chase

All students should be on track to thrive. School Psychologists can help students be

“present” as learners. They can do so by:

– Helping students and adults develop the competencies necessary for deeper learning, generalization, and application in new areas

– Building conditions for learning and teaching– Working promotively, preventively, as well as

interventionists

Page 4: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

THE PROMISE OF EDUCATION

The dream of education– The U.S.– Finland– Bangladesh

The nightmare– Other People’s Children (Delpit)– Learning to Labor (Willis)

Page 5: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Example of What Can Be Done: North Lawndale College Preparatory School, Chicago

“This is not about graduating from high school; it is about graduating from college”

Money for counselors, not metal detectors and security staff

One counselor stays with same students grades 9-13; another one follows up 14-16

Page 6: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Example of What Can Be Done: North Lawndale College Preparatory School, Chicago

Strong academic press; strong social support

Supports academic risk taking: “teachers are like another set of parents”

Development of moral community Fellow students “like brothers, sisters,

cousins”

Page 7: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

The Troubled and/or Troubling Student’s Journey

Poverty & exposure to trauma– Poor Executive Functions– Behavior & mental health problems

Behavior & mental health problems– Lessened opportunity to learn

Lessened opportunity to learn– Poor learning outcomes– Increased behavior & mental health

problems – School-driven mobility segregating

placements – Suspension expulsion/ drop out

Page 8: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

SCHOOL-TO-PRISON PIPELINE

SCHOOLS

Dropping Out Adult

Prison

Juvenile Detentionor Secure

Commitment

Suspension &

Expulsion

Jeff Sprague

Page 9: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

What Role Can School Psychologists Play in Preventing The Pipeline to Prison

10

Page 10: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

The Troubled School Journey Poverty, exposure to trauma, disciplinary history, and

academic underachievement for many students– Excessive behavior & mental health problems

Excessive behavior & mental health problems– Poor conditions teaching– Reactive behavioral approaches – Poor conditions for learning

Poor conditions for teaching & learning– Poor attendance & learning outcomes– Increased behavior & mental health problems – Low faculty morale, poor staff attendance, staff turn-

over – Suspension -> expulsion / drop out

Page 11: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

The Troubled School’s Journey

Poverty, exposure to trauma, disciplinary history, and academic underachievement for many students– Excessive behavior & mental health

problems Excessive behavior & mental health

problems– Poor conditions teaching– Reactive behavioral approaches – Poor conditions for learning

Page 12: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

What Role Can School Psychologists Play in School Improvement

13

Page 13: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

The Bigger Context Disconnects between how we organize education and

the needs of students Lack of high expectations for students of color,

English Language Learner , students who struggle with poverty, and students who receive services from Child Welfare, Juvenile Justice, and Mental and Behavioral Health.– Focus on management and risk avoidance– Not on academic and social and emotional learning,

well being, and thriving Failure to address impact of trauma, attachment

challenges, and other adversities of poverty – Relationship Challenges– Self-Regulation Challenges

Page 14: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

The Bigger Context Disparities

– Attainment– Discipline– Access to good things

Teacher quality Engaging opportunities Enrichment opportunities

Page 15: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

The Bigger Context

Overarching Issues Increased exposure to trauma Hyperstimulation Reinforcement of short-term rewards Speeded-up lives and breakdown of adult supervision Deficit oriented approaches to RTI in many cases

Specific Manifestations Bullying Disparities that are related to implicit biases Explosive aggression

Page 16: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

School Effects

Page 17: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Schools as Risk Factors

Alienation Academic Frustration Chaotic Transitions Negative Relationships With Adults

And Peers Teasing, Bullying, Gangs Poor Adult Role Modeling Segregation With Antisocial Peers School-driven and Child Welfare-

driven Mobility & Harsh Discipline, Suspension,

Expulsion, Push Out/Drop Out

Page 18: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Students who are At Risk are particularly susceptible to:

Low Teacher Efficacy

Low Teacher Support

Negative Peer Relationships

Chaotic Environments

Poor Instructional And Behavioral Practices

Page 19: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Schools as Protective Factors that Support Resilience

Connection Academic Success Supported Transitions Positive Relationships With

Adults And Peers Caring Interactions Social Emotional Learning Positive Interactions With Pro-

social (Not, Anti-social) Peers Stability Positive Approaches To

Disciplinary Infractions & Services And Supports

Page 20: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Example of What Can Be Done: Teacher Student Connection On Students Identified to Be at Risk

Students who were at-risk and placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student – teacher relationships commensurate with their low-risk peers (Hamre & Pianta, 2005)

See also work on PATHS and the Good Behavior Game

Page 21: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

How Can School Psychologists Help Turn the Ship Around

Page 22: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

The Implications of the Institute for Medicine Report

Page 23: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Institute of Medicine Report, Preventing Mental,

Emotional, and Behavioral Disorders Among Young

People (2009)

Mental Health & Physical Health are Inseparable

Multiple Factors contribute to MEB Disorders which are experienced at some time by 14-20% of young people

Variety of factors increase or decrease risk– Individual Competencies– Family Resources– School Quality– Community Factors

Promotion, Not Just Prevention

Page 24: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Shared risk factors for multiple rotten outcomes

Impulsivity Emotion Dysregulation The Stress Response Insecure Relations w/ Parent, Teachers,

Peers Trauma and Adverse Childhood Experiences

and Environmental Toxins (which can contribute to) the previous four

David Osher
I will make connection to cleveland
Page 25: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Schools Can Improve Outcomes by Addressing Common Challenges

Shared risk factors Across Multiple Rotten Outcomes– Impulsive Action

– Emotion Dysregulation

– Insecure Relations w/ Parent, Teachers, Peers

Effect of maltreatment of quality of relationships

E.g., fear of emotional risk, being failed,

– The Stress Response

– Maladaptive coping strategies and habits

– Impact of The Adversities of Poverty

Page 26: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Importance of Promotion, not just prevention for well being and success Individual Competencies

– Self Regulation

– Problem Solving Skills

– Relationship Skills

Nurturing Environments that Promote Resilience

– Healthy relations with peers and adults

– Safe, Welcoming, Caring Classrooms/Schools

– Connectedness

Page 27: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Nurturing Environments

Richly Reinforce Prosocial

Behaviors

Minimize Toxic & Maximize Conditions

that Support Resilience

Social & Emotional

competence

Limit Opportunities for

Problem Behavior

What Schools an Agencies Need to do to promote well being and success

Adapted from Tony Biglan

Page 28: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Improving Outcomes

Page 29: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

What Affects Learning Outcomes?

Teaching Learning

Enhanced Capacity to Realize Better

Outcomes

Com

pete

ncie

s

Conditions

Page 30: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Conditions for Learning: Key Aspects of School Climate

Page 31

Students are safe

Physically safeEmotionally and

socially safeTreated fairly and

equitablyAvoid risky behaviors

School is safe and orderly

Students are supportedMeaningful

connection to adults

Strong bonds to school

Positive peer relationshipsEffective and

available support

Students are challenged

High expectationsStrong personal

motivationSchool is

connected to life goals

Rigorous academic opportunities

Students are socially capable

Emotionally intelligent and

culturally competent

Responsible and persistent

Cooperative team players

Contribute to school community

Page 31: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Supportive Relationships Between Teachers and Students Promote:

Student engagement Positive attitudes towards learning A sense of belonging toward school Academic motivation Academic achievement (Barber & Oson, 1997; Begin & Begin, 2009; Birch & Ladd, 1997,

Christenson & Anderson, 2002; Connell Halpern-Felsher, Clifford, Crichlow, & Usinger, 1995; Hamre & Pianta, 2001; Wentzel, 1997; Wentzel & Wigfield, 1998)

Page 32: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Comprehensive Review of “Students Need for Belonging in the School Community (Osterman, Review of Educational Research, 2000)

Positive Relationships With Staff And Peers Associated With: – Intrinsic Motivation– Accept Others Authority While Developing A

Strong Sense Of Identity– Experience of Autonomy– Accept Responsibility To Regulate Their

Own Emotions Experience Of Acceptance Associated With:

– Positive Orientation To School, Class Work, & Teachers

Dropouts Feel Estranged From Teachers And Peers

Page 33: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Connectedness

Adolescent perceptions of connections with teachers predicted academic growth in Mathematics (Gregory & Weinstein, 2004)

Students were more likely to perform well on tests when they believe that their teachers care about them (Muller, 2001; Ryan & Patrick, 2001) – this relationship is stronger for students who

are judged to be at risk for dropping out of high school

Page 34: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

What Happens When You Combine Poor Safety and Poor Instruction

Perception of Safety was the highest correlate of attendance in the Bryk et al. (2010) study of Lessons from Chicago School Reform

“Reinforcing Cycle When Safety and Order Concerns Combine with Deadening Instruction” – “We found virtually no chance of improving

student attendance in schools that lacked safety and order and where instruction alignment was weak or predominantly basic-skill oriented.” (p. 104)

Page 35: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Why Are Conditions for Learning Important?

Maximizing the amount of time that students really attend to learning– E.g., working memory (Davidson, 2002)

Maximizing the opportunity for the teacher to:– Concentrate and differentiate– Teach in the Zone of Proximal Development

(Vygotsky, 1978) Personalizing instruction Scaffolding learning and support

Page 36: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

The Zone of Proximal Development for Learning and Development

chal

leng

e

support

(frustr

ation)

ZPD

(boredom)

Adapted from: Nakkula, & Toshalis, 2006

Page 37: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

The Challenge: Be in the Zone of Proximal Development for Every Child

ZPD ZPD ZPD ZPD ZPD

ZPD ZPD ZPD ZPD ZPD

ZPD ZPD ZPD ZPD ZPD

ZPD ZPD ZPD ZPD ZPD

Page 38: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Work at Three Levels

Provide Individualized Intensive SupportsProvide coordinated, intensive, sustained, culturally competent,

individualized, child- and family- driven and focused services and supports that

address needs while building assets.

Intervene Early & Provide Focused Youth Development Activities

Implement strategies and provide supports that address

risk factors and build protective factors for students at risk for severe academic or behavioral

difficulties.

Build a Schoolwide FoundationUniversal prevention and youth development

approaches, caring school climate, positive and proactive approach to discipline, personalized instruction, cultural

competence, and strong family involvement.

Page 39: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Connection Attachment

Trust Care

Respect

Social EmotionalLearning & Support

Positive Behavioral Approaches & Supports

Learning Supports Effective Pedagogy

Engagement Motivation

Supporting Conditions for Learning

Page 40: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Safety Support Challenge SEL

All

Some

Few

Conditions for Learning & Teaching Matrixfor Needs Assessment, Asset Mapping, & Planning

Page 41: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Safety and Statewide Tests

School Safety Challenge0.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35

Writing Math Reading Science

Cor

rela

tion

Bet

wee

n PS

AE

Test

s an

d C

ondi

tions

for L

earn

ing

(Chi

cago

)

Page 42: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Social and Emotional Conditions for Being Off Track

School Safety Challenge Student Support240

260

280

300

320

Off Track On Track

Mea

n Sc

ale

Scor

e

Page 43: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Using Data On School Climate and the Conditions For Learning

School Climate and the Conditions for Learning can be measured– Efficiently– In a psychometrically valid manner

Data from measurements can be used for:– Progress monitoring and continuous

improvement,– Leading indicators of school change, – Accountability and public transparency

What is the Role of the School Psychologist Here?

Page 44: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

What School Psychologists Can Do to Support Effective Social & Emotional Development

Teacher/ Worker Well-Being and

Awareness

Social and Emotional

Skill Development

Effective Conditions

for Learning

Page 45: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

The Promise and Challenge of the Common Core

Page 46: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Progress Towards the Common Core (Porter et al., 2013)

All 47 CCSS-adopting states reported having a formal implementation plan for transitioning to the new standards.

Most CCSS-adopting states reported progress in planning since 2011.

As was the case in 2011, states are furthest along in their planning related to aligning teacher professional development to the CCSS.

Since 2011, states have advanced their planning to align instructional materials with the CCSS.

Most states have plans in place or in progress for aligning their teacher-evaluation systems to the CCSS

What is missing?

Page 47: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Deeper Learning in the Disciplines (NRC, 2011)

The standards documents emphasize some 21st century competencies

A cluster of cognitive competencies – including critical thinking and constructing and evaluating evidence-based arguments – is strongly supported across all three disciplines.

Coverage of competencies in the intrapersonal and interpersonal domains is uneven.

Emerging evidence indicates that cognitive, intrapersonal and interpersonal competencies can be taught and learned in ways that promote effective transfer

Page 48: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Deeper Learning: Evidence of Importance Social Emotional Competencies (National Research Council, 2011)

Cognitive competencies show positive correlations (of modest size) with desirable educational, career, and health outcomes.

In the interpersonal and intrapersonal domains, conscientiousness is most highly correlated with desirable outcomes, while anti-social behavior is negatively correlated with them.

Years of schooling strongly predicts adult earnings, perhaps because students develop a mix of cognitive, interpersonal and intrapersonal competencies.

Page 49: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Deeper Learning:3 Intertwined Dimensions of Competence

Cognitive: reasoning and memory Interpersonal: self-management Interpersonal: expressing ideas and interpreting

and responding to others’ messages

Page 50: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Deeper Learning:3 Intertwined Dimensions of Competence

Page 51: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Deeper Learning: Learner Driven Components of Instructional Design for Transfer

Encourage questioning and discussion. Engage learners in challenging tasks, with

support and guidance. Prime student motivation.

Page 52: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

How Do We Conceptualize SEL:CASEL’s Approach

Resource: http://casel.org

Page 53: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

0

5

10

15

20

25

Little Books: Reading

Achievement

Everyday Mathematics: Math

Achievement

SEL Programs Academic

Performance

SEL Programs Social Emotional Skills

12

611

23

Comparing What Works Clearing House Improvement Indices for 2 Evidence-based Reading and Math Programs with the Aggregate Improvement Index for all interventions in the

CASEL Meta-Analysis of 207 SEL Programs

Page 54: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Turnaround For Children Foundational Practices

Teacher Practice– Build Highly Effective Classroom Learning

Environments. Student Support

– Develop a Rigorous Capacity for Student Support

Leadership and Management– Establish the Organizational Efficacy to

Implement Personalized Learning Environments

Page 55: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Teacher Proficiency

Teachers Must Be Trained and Supported– to confront recurring challenges and barriers

and – to effectively build those attributes that

students must have for deeper learning, and college and career readiness.

– to become proficient in pro-social classroom management and in high-leverage instructional strategies

Page 56: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Student Support

Schools Must Develop a Rigorous Capacity for Student Support – establish a multi-tiered high capacity, high

quality student support system that includes: School-wide, classroom and individual

supports for students at all levels of risk and need.

Include school-wide positive discipline, social and emotional learning and classroom-level and individualized student support.

Page 57: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Leadership and Management

Establish the Organizational Efficacy to Implement Personalized Learning Environments – A multi-disciplinary school leadership team

(SLT) must be established to develop and execute a school improvement plan (SIP) including putting in place all three

foundational monitor progress and review leading

indicators, outcome data, measures of conditions for learning and measures that assess quality of implementation.

Page 58: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Teacher Practice

Build Highly Effective Classroom Learning Environments

– Teachers must be trained and supported to: confront recurring challenges and

barriers and to effectively build those attributes that

students must have for deeper learning, and college and career readiness.

– This means that teachers must become proficient in pro-social classroom management in high-leverage instructional strategies

Page 59: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

CLASS [Classroom Assessment Scoring System]

Dimensions of Quality Teaching

Emotional Support

Classroom

Quality

Positive Climate Negative Climate Teacher Sensitivity

Regard for Student

Perspectives

Classroom Organization

Behavior Management Productivity Instructional Learning

Formats

Instructional Support

Concept Development Quality of Feedback Language Modeling

Adapted from www.classobservation.com/what/dimensions

Page 60: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Race, Discipline, and Access to the Common Core

Page 61: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Implications of Council of State Governments Texas Discipline Study (http://justicecenter.csg.org/resources/juveniles)

Nearly 60 % suspended or expelled once in middle or high schools

~15 percent were suspended or expelled 11 times or more

Only three percent of the disciplinary actions were for conduct in which state law mandated suspensions and expulsions

The rest were made at the discretion of school officials primarily in response to violations of local schools’ conduct codes.

Page 62: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Implications of Council of State Governments Texas Discipline Study (http://justicecenter.csg.org/resources/juveniles)

African-American students and those with EBD were disproportionately disciplined for discretionary actions.

Schools that had similar characteristics, including the racial composition and economic status of the student body, varied greatly in how frequently they suspended or expelled students.

Schools that had similar characteristics, including the racial composition and economic status of the student body, varied greatly in how frequently they suspended or expelled students.

Page 63: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

The Racial Discipline Disparity: Disproportionality in Suspension Rates

SOURCE: U.S. Department of Education, Office for Civil Rights,

Civil Rights Data Collection, 2002, 2004, and 2006. Anne Gregory

Page 64: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Problems with Overreliance on Punishment

Detrimental effects on teacher-student relations

Modeling: undesirable problem solving Reduced motivation to maintain self-control Generates student anger and alienation May result in more problems (Mayer, 1991)

Truancy, dropout, vandalism, aggression Does not teach: Weakens academic

achievement Limited long term effect on behavior

Page 65: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

CFL by Ethnicity

African American students provided the lowest ratings on the Safety Scales and the Social Emotional Scales.

Safety Challenge Student Support Soc Emot Learn-ing

240260280300320340360

Middle Grades

White (n=6,568) African Am (n=34,684) Asian (n=2,553)Hispanic (n=29,117)

Mea

n C

FLVa

lue

(Sca

le S

core

)

Safety Challenge Student Support Soc Emot Learn-ing

240

260

280

300

320

340

360High School

White (n=6,466) African Am (n=27,322) Asian (n=3,009)Hispanic (n=21,799)

Mea

n C

FL V

alue

(Sca

le S

core

)

Page 66: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Cleveland as a Proof Point

Page 67: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core
Page 68: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Cleveland as a Proof Point

• Response to a dramatic shooting and ongoing school disorder

• High level of risk 100% free or reduced lunch

High level of lead poisoning

• High level of challenge No tax levy for 15 years

Pressures of the “Great Recession”

Key role of school psychologists

Page 69: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Changes in Attendance & Behavior: 2008–09 to 2010–11

Attendance rate districtwide 1.5 percentage points

Suspendable behavioral incidents per school from 233 to 132– Disobedient/disruptive behavior ( 132 to 74)– Fighting/violence ( 55 to 36)– Harassment/intimidation ( 13 to 6) – Serious bodily injury ( 13 to 6)

Out-of-school suspensions 59%

Page 70: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Changes in Conditions for Learning: 2008–09 to 2010–11

• Overall improvement across the district • Schools improving or declining by at least 5

percentage points Academic Challenge: 26% vs. 15% Peer Social-Emotional Climate: 33% vs. 28% Safe and Respectful Climate: 44% vs. 23% Student Support: 59% vs. 9%

Page 71: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Relationships between Conditions for Learning & Ohio Performance Index (PI)

• Conditions for Learning (CFL) Survey data were related to academic and attendance outcomes

• K–8 schools: CFL data accounted for 30% of variance in PI score

• High schools: CFL data accounted for 62% of variance in PI score

Page 72: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Measurement & Continuous Improvement

Page 73: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Fragmented, Quick, And Incomplete Measurement Can Yield Partial And Distorted Views Of Reality

Need Regular Measurement/Monitoring of Youth Development and of School and Community Safety

Page 74: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Cleveland Academic

ImprovementModel

Page 75: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core
Page 76: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core
Page 77: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Summary

Page 78: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

How to Create Safe, Orderly Schools to Support Learning of All Students

Transcend conventional dichotomies

– Hardware or “Humanware”

– Safety or inclusion

– Academics or student support

– Immediate fixes or sustainable systemic change

– Promotion, Prevention, or Treatment

Page 79: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Conditions for a Positive School Environment

Challenging and engaging curriculum SEL concepts intentionally infused

throughout the regular academic curriculum Active and experiential learning Opportunities for participation,

collaboration, and service Safe, supportive learning community with

respectful relationships and trust Involvement of families and surrounding

community

Page 80: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Key Components of Safe & Successful Schools Academic Press Support For Students And Faculty To Meet High

Academic And Behavioral Standards Strong Conditions For Learning And Teaching Effective Collaboration & Coordination Between

And Among All Stakeholders that Connects to Both Learning and Development

Use of the Right Data for Continuous Quality Improvement (A “Problem Solving Approach”)

3-level Approach To Promotion, Prevention And Intervention

Cultural Competence & Family Engagement

Page 81: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Lisa Delpit, “Multiplication is for White People": Raising Expectations for Other People’s Children

Recognize the importance of a teacher and good teaching, especially for the “school dependent” children of low-income communities

Recognize the brilliance of poor, urban children and teach them more content, not less.

Demand critical thinking while assuring that all children gain access to the “basic skills”

Provide children with the emotional ego strength to challenge racist vies of their own competence and worthiness and that of their families and communities

Page 82: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Lisa Delpit, continued

Recognize and build on children’s strengths Use familiar metaphors and experiences Create a sense of family and caring in the

classroom Monitor, assess, and address student needs

with a wealth of diverse strategies Honor and respect students’ home cultures Foster of sense to the child’s connection to

the community and something greater than themselves

Page 83: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

86

How Can School Psychologists

– Help students accept responsibility?

– Place high value on academic engagement and achievement?

– Teach alternative ways to behave?

– Help restore the environment and social relationships in the school?

Page 84: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

The Role of School Psychologists

All students should be on track to thrive. School Psychologists can help students be

“present” as learners. They can do so by:

– Helping students and adults develop the competencies necessary for deeper learning, generalization, and application in new areas

– Building conditions for learning and teaching– Working promotively, preventively, as well as

interventionists

Page 85: Helping Students  be  Academically Present to Learn in the Era of  the Common  Core

Additional AIR-Related Resources Interagency Working Group on Youth Programs

www.findyouthinfo.gov National Evaluation and Technical Assistance

Center for the Education of Children who are Neglected, Delinquent, or at Risk www.neglected-delinquent.org

Technical Assistance Partnership for Child and Family Mental Healthwww.tapartnership.org

Safe and Supportive Schools TA Center http://safesupportiveschools.ed.gov

Human & Social Development Program http://air.org/focus-area/human-social-

development/

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