patricia berry, m.a. csap essential concepts for [email protected] 1 essential concepts for...

1Essential Concepts for School for Prevention First

Patricia Berry, M.A. CSAPEssential Concepts for [email protected]

BUILDING THE 5 ESSENTIAL ELEMENTS

THROUGH STUDENT ASSISTANCE

PROGRAMS: THE PROOF IS IN THE

DATA

PREVENTION FIRST

Essential Concepts for School for Prevention First

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The 5 Essential Elements – 5E – is a framework of essential supports and contextual resources for school improvement.

Research - schools strong in most of the essential supports = at least ten times more likely than schools weak in most of the supports to show substantial gains in both reading and mathematics.

Schools strong in at least 3 of the 5 supports made significant improvements in attendance.

WHY IS THE 5E FRAMEWORK IMPORTANT?


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No one program, tool, or narrow intervention approach will be suffi cient to build organizational strength in the 5 Essentials.

Progress can advance along numerous paths, and no one course is obviously best for all schools.

APPROACH BUILDING THE 5 ESSENTIAL ELEMENTS

HOLISTICALLY


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Student Support Teams in School Improvement

5 Essential Elements / Supports Background

Data Sources and Questions

The 4 Elements Directly Supported by Student Assistance

AGENDA – ONE PATH


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Essential Supports for School Improvement – Consortium on Chicago School Research – University of Chicago

(The Consortium on Chicago School Research - http://ccsr.uchicago.edu/publications?cat=3&content_id=46)

Pennsylvania Student Assistance Program Components and Indicators Handbook – University of Pittsburgh, 2000.

The Illinois 23 Standards for Student Assistance Practices (Department of Human Services and Prevention First)

Illinois Association of Student Assistance Professionals Annual Reports 1999 through 2013

GUIDING DOCUMENTS / RESOURCES

http://ccsr.uchicago.edu/publications?cat=3&content_id=46

http://ccsr.uchicago.edu/publications?cat=3&content_id=46


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1988 school reform law,

Formed local school councils

Selected principals who brought very diff erent leadership styles to school-reform eff orts and attacked a broad set of problems in highly diverse ways

5E BACKGROUND


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The idea of the “five essential supports for school improvement” was developed in the mid-1990s as a way to capture and summarize evidence-based findings on widely agreed-upon characteristics of good schools. The initial framework was used in the Chicago Public Schools (CPS) to guide school-improvement planning and self-assessment efforts.

5E BACKGROUND


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Consortium on Chicago School Research (CCSR) took the lead in developing the framework.

Chicago Public Schools provided data.

Project on Human Development in Chicago Neighborhoods, the Chicago Police Department, and Chapin Hall Center for Children at the University of Chicago provided both expertise and datasets.

5E BACKGROUND


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David Osher, Ph.D., Vice President American Institute for Research,

promotes the use of student support teams in improving school climate.

THE ROLE OF STUDENT SUPPORT TEAM MODELS IN SCHOOL

IMPROVEMENT


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February 27, 2013 U.S. House of Representatives Education and the Workforce Committee Hearing on “Protecting Students and Teachers: A Discussion on School Safety”

Recommendations were included based on a 2008 report of work and fi ndings in the Cleveland School District.

Develop an early warning and intervention system to identify potential mental health issues, and employ student support teams to address identifi ed needs.

Student Assistance Programs are referenced in the Cleveland School report as one type of student support team that can be implemented.

AIR AND STUDENT SUPPORT TEAMS


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Student Assistance is an evidence-based student support team model.

Non-cognitive / life issues.

Student Assistance has a foundation of 23 evidence-based standards of practice identified in a University of Pittsburgh 2000 study, and validated by the Center for Prevention Research and Development (U of I) 2001.

THE ROLE OF STUDENT SUPPORT TEAM MODELS IN SCHOOL IMPROVEMENT


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Universal Level – the school population as a whole / all students and adults

Selective Level – students at higher risk due to population characteristics. (students with incarcerated parents, abused and neglected students, students in changing families)

Indicated Level – students who are demonstrating indicators of social emotional distress impacting success in school. (Institute of Medicine)

Point of need service rather than failure to meet expectations

THREE STUDENT ASSISTANCE SERVICE LEVELS


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Data was collected by the Illinois Association of Student Assistance Professionals beginning in 1994. The Student Assistance Center at Prevention First assumed that process in 2007.

2000 initiated the inclusion of questions relating to the 5 Essential Elements.

Voluntary self reports.

THE DATA


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A reduction in school related problem behaviors occurred

Communication improved between staff / students/ parents

Parent education about support services increased

Staff attitudes toward helping students improved

Student support services improved More positive relationships between

students and non-familial adults occurred

THE QUESTIONS…. AS A RESULT OF HAVING STUDENT ASSISTANCE SERVICES IN

YOUR BUILDING. PLEASE CHECK ALL THAT APPLY.


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Community resource utilization has improvedLife skill lessons are included in the school

dayAt-risk students are more effectively

identified Additional effective intervention/action plans

for students are implementedStaff morale has improvedSchool climate has improvedStudent conduct & attendance policies have

been reviewed and/or revised

THE QUESTIONS…. AS A RESULT OF HAVING STUDENT ASSISTANCE

SERVICES IN YOUR BUILDING. PLEASE CHECK ALL THAT APPLY.


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Four Elements Impacted by SAP Strategies

Effective Leadership

Parent / Community Ties

Professional Capacity

Supportive Environment/ Student Centered Learning Climate

THE ELEMENTS, THE DATA, AND SAP STRATEGIES


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“A corollary of inclusive leadership is that parents, community members, and faculty enjoy a real

sense of infl uence over school policy.”

SAP policy/procedure recommendations leading to earlier identifi cation of students in distress.

Particular focus on policies / procedures connecting students / families to school-based and community support systems.

46% respondents reported reviewing and/or revising student conduct & attendance policies.

EFFECTIVE LEADERSHIP – DISTRIBUTIVE AND INCLUSIVE


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“Evidence must constantly be brought to bear on what is working and what is not (and why not) if the ongoing

multiple reform activities are to culminate in fundamental improvements in students’ lives.” (CCSR)

Student Assistance Programs have access to several evidence-based data tools and processes that allows

them to assess service eff ectiveness and provide eff ectiveness data for school wide evaluation eff orts.

EFFECTIVE LEADERSHIP – DISTRIBUTIVE AND INCLUSIVE


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“Schools should draw on a network of community

organizations to expand services for students and

their families.”

Policies and procedures that allow ‘need to know’

information exchange with community services to

collaboratively address needs of students / families.

PARENT COMMUNITY TIES


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“Specifi c parent communication strategy established”;

“Formal parent involvement procedure established”.

Supports and provides linkages for students and parents to

access school and community services;

Procedures promote student access to and compliance with

school and community services and treatment

recommendations;

Confi dentiality guidelines are well delineated with team

members demonstrating respect for and understanding of

parent’s and student’s privacy rights.

PARENT COMMUNITY TIES - STANDARDS OF PRACTICE

INCLUDE


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YER includes:How many families / guardians met in person with a

representative of the SAP?

How many families / guardians not meeting in person received a phone call from the SAP?

How many families / guardians not meeting in person or by phone received a letter, form, or pamphlet about their child from the SAP? (Please include support group notifi cations.)

How many families / guardians received general information such as pamphlets or brochures or letters in a general information distribution?

What is the total number of parents who participated in a prevention program this year?

PARENT COMMUNITY TIES - SCHOOL STAFF MUST REACH OUT TO PARENTS AND COMMUNITY TO

ENGAGE THEM IN THE PROCESSES OF STRENGTHENING STUDENT LEARNING.”


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83% of respondent schools reported communication improved between staff / students/ parents.

61% of respondents stated parent education about support services increased.

57% of respondents stated that community resource utilization improved.

74% of respondents stated student support services improved.



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Schools should draw on a network of community organizations to expand services for students and their families. (CCSR)



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Quality of Human Resources - Teachers’ knowledge of subject matter and awareness of students’ needs and learning styles are central to effective teaching and learning. (CCSR)

86% of respondents report at-risk students are more effectively identified.

71% of respondents report staff attitudes toward helping students improved.

PROFESSIONAL CAPACITY(CCSR)


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Sense of collective responsibility for all students in the school, not just those students in a teacher’s classroom.

Strengthening professional community which “refers to close collaborative relationships among teachers, which are focused on student learning and coupled with strong norms governing teachers’ responsibility for all students. Extensive collaboration fosters sharing of expertise to address the core problems of practice”.

YER 83% of respondents report communication improved

between staff /students/parents.

PROFESSIONAL CAPACITY


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The most basic requirement is a safe and orderly environment that is conducive to academic work. (CCSR)

YER72% of respondents report a reduction in

problem behaviors

74% of respondents report student support services increased

SUPPORTIVE ENVIRONMENT/ STUDENT CENTERED LEARNING CLIMATE


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Teachers’ and principals’ personal concern for students and support from peers can build social capital for students, which provides a network of social relationships that off ers moral support, infor mation, and access to resources to help the individual reach his or her goals. (CCSR)

70% of respondents report more positive relationships between students and non-familial adults occurred

SUPPORTIVE ENVIRONMENT/ STUDENT CENTERED LEARNING

CLIMATE


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2001-02 2002-03 2003-04 2004-05 2005-06 2007-08 2008-09 2009-10 2010-110%

10%

20%

30%

40%

50%

60%

18%15%

48%

16%13% 13%

60%

52%47%

Actions Plans Connecting Students to Positive Adults in the Building

STUDENTS CONNECTED TO A POSITIVE ADULT IN THE BUILDING


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“A context unique to each school—a climate of relational trust, a school organizational structure, and resources of the local community”.

CONTEXTUAL RESOURCES


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www.prevention.org

Resources

Archived webinars, tools, and other helpful information.

CONCLUSION – THANK YOU FOR JOINING

http://www.prevention.org/

patricia berry, m.a. csap essential concepts for [email protected] 1 essential concepts for...

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