1. STUDENT ASSISTANCE AND THE 7 SCHOOL TURNAROUND PRINCIPLES Dale Gasparovic, MSed., Administrator Student Assistance Center at Prevention First Dale.Gasparovic@prevention.org 217-299-8803 www,prevention.org @SACenterPF on Twitter

2. “Have high expectations for us, give us the support we need to meet those expectations, and hold us accountable.” A young, African American man—speaking as a panelist at the White House Initiative on Educational Excellence for African Americans Summit at Jackson State University in April 2014—when asked what young men of color need from their community in order to be successful in life.White House Initiative on Educational Excellence for African Americans SummitJackson State University High Expectations+High Supports+Accountability=Success

3. SUPPORTS AND EXPECTATIONS Low ExpectationsHigh Expectations Low SupportsCreates Apathy Un-engaged Learners Truancy Drop-outs Creates Frustration Struggling Learners School Failure Repeat a Grade Falling behind Truancy Drop-outs High SupportsCreates Entitlement Enabling Social Promotion Illiteracy Ill prepared for life success Creates Confidence Motivated Engaged Academic Success Sense of future

4. HIGH EXPECTATIONS  As educators it has always been our job to provide the best evidence-based curriculum possible to our students.  With the adoption of the Common Core, Illinois has increased the expectations for our young people.

5. HIGH SUPPORTS  We recognize that high standards are not enough.  Academic and Behavioral RTI have been instituted to fill the need for in-school academic and behavioral supports.  We must fill the gaps created by mental or physical illness, a lack of stability at home or within the community, food insecurity or other issues related to poverty.  We must provide students with non-academic support that speaks to their social-emotional needs as well as their overall health and wellness.

6. ACCOUNTABILITY  We do, can and must hold our students accountable for their work and their behavior.  We must also be accountable to recognize the other non-academic struggles that students face.  Accountability in this structure therefore means taking responsibility to take action towards helping all students meet their needs.

7. STUDENT ASSISTANCE GUIDING PRINCIPLE

8. STUDENT ASSISTANCE: A MISSING SUPPORT IN THE EQUATION  Focuses on helping students struggling with life issues that are interfering with the student’s ability to access and benefit from the curriculum and other aspects of the learning process.  Concentrates on coordinating services at the early intervention stage.  SAPs serve students needing professional services by serving as a bridge between the school and community based service providers. Research for a number of years demonstrates that schools should draw on a network of community organizations to expand services for students and their families.

9. STUDENT ASSISTANCE: A MISSING SUPPORT IN THE EQUATION  Works to build trusting relationships with students’ families in order to further engage them in the learning process to improve educational success.  Focuses professional development toward more effective identification of non-academic concerns, along with helping staff understand why they need to be concerned about all students in the building.

10. SAP: IMPACTING THE SEVEN TURNAROUND PRINCIPLES Leadership  Administrators must have an understanding of the focus of Student Assistance in addressing the non-academic barriers to learning that impact a student’s ability to be successful in school.  SAPs:  work collaboratively at a Universal level to address policies and procedures.  encourage processes/policies that are not just punitive in nature, but also include building supports for students.  includes administrator involvement in the data collection process, the problem- solving process, and keeps administrators updated on progress and interventions conducted with individual students including participation in educational support groups or other interventions. Illinois data shows that 46% of reporting schools reviewed/revised policies in any given year.

11. SAP: IMPACTING THE SEVEN TURNAROUND PRINCIPLES Strong Instructional Program  Students whose needs are met are increasing able to fully attend to the instruction they receive.  Academic rigor is not a core focus of Student Assistance, effective SAPs are guided by the desire to help students be fully present, focused and able to attend to the strong instructional program designed by the school.  SAPs:  integrate with other school programs and practices in the school, utilizing an internal referral process, problem-solving team and case management.  ensure that paperwork, processes, and practices are seamless and fully integrated with other programs including RTI plans.  ensure students receive vital services without duplication. Illinois’ data notes academic progress for SAP students in two ways: those who improved academically only, and those that improved in multiple areas. Up to 57% of students improved in academics only. Up to 80% improved in multiples areas of concern including academic progress.

12. SAP: IMPACTING THE SEVEN TURNAROUND PRINCIPLES Use of Data  SAPs:  collect data on a school-wide basis to determine the need for Universal prevention strategies to support the needs of all students.  collect data at the Universal level annually to determine the success of programming and impact of Student Assistance services on the school environment.  collect programmatic data to assess effectiveness of strategies on Selective populations.  collect archival data on students.  collect qualitative data from student and parent interviews to develop a full picture of the whole child’s support needs.  collect progress monitoring data throughout SAP services to inform decisions about intervention success.  use all of this data to inform and direct decision-making with regard to current and future programming needs.

13. SAP: IMPACTING THE SEVEN TURNAROUND PRINCIPLES Effective Teachers  Illinois data shows 86% of reporting SAP schools increasing effectiveness at identifying at-risk students.  SAPs:  contribute at the Universal level to strengthening professional capacity by focusing on professional development for all staff to increase capacity to identify indicators of non-academic barriers to learning (e.g. mental health issues, substance abuse issues, violence, trauma, etc.).  Improve staff attitudes about helping students (71% of SAPs report improved staff attitudes about helping students).

14. SAP: IMPACTING THE SEVEN TURNAROUND PRINCIPLES Effective Teachers  SAPs:  use a collaborative problem-solving process at the Indicated level for identifying interventions for life issues which facilitates a close collaborative relationship among teachers.  Creative Collaboration is one of the primary benefits of SAP identified by Student Assistance teams across Illinois.