1. How to Build Conditions for Learning that Contribute to the Success of All Students David Osher

2. Introduction: How Do We Approach the Challenge of Student Success Through School Improvement

3. Bottom Line: 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  Relational Trust  Sense Of Efficacy & Accountability For All Students  Effective Collaboration & Coordination Between And Among All Stakeholders  Continuous Quality Improvement (A “Problem Solving Approach”)  3-level Approach To Promotion, Prevention And Intervention

4. Thought Question: Is it the Fish or is it the Water? Is the Problem  The Disruptive Student?  The School Environment?  The Community Environment?  Some Combination Of The Above?  All Of The Above? Adapted from: Beth Doll, University of Nebraska

5. Community School Family Teachers Friends Classroom Student Where to Intervene?

6. Schools as Risk & Protective Factors in the Lives of Students

7. 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

8. Work at Three Levels Provide Individualized Intensive Supports Provide 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 Foundation Universal prevention and youth development approaches, caring school climate, positive and proactive approach to discipline, personalized instruction, cultural competence, and strong family involvement.

9. School as a Risk Factor  Alienation  Academic Frustration  Chaotic Transitions  Negative Relationships With Adults And Peers  Teasing, Bullying, Gangs  Poor Adult Role Modeling  Segregation With Antisocial Peers  School-driven Mobility &  Harsh Discipline, Suspension, Expulsion, Push Out/Drop Out

10. Example of School Effects: Impact of 1 st Grade Teachers on Seventh Grade School Outcomes? The Impact of First Grade Teacher Capacity on 7 th Grade Behavior (Kellam, Ling, Merisca, Brown, & Ialongo, 1998)

11. School Effects: Other Examples  School Context Accounted For Much Or More Of The Variation Of Middle School Student’s Experience Of Emotional Distress Than Family Context (Resnick Et Al. 1997)  Teacher Support, Not Parents, Had The Greatest Impact On School And Class Interest (Wentzel, 1998)

12. School as a Protective Factor and as a Resilient Context  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

13. PATHS Universal Intervention End of First Grade (1 Year of Intervention) Children Who Receive PATHS Rate Their Classmates As Significantly Less Aggressive Than Do Children In Randomized Comparison Classes Fast Track Study – 378 Classrooms – 6715 children CPPRG, 1999 – Journal of Consulting and Clinical Psychology

14. All Universal Interventions The Logic of Universal Intervention  Cannot Identify All Who Are At Risk  Children Affect Each Other  No Stigma  No Self-fulfilling Prophecies  No Homogenous Grouping  Per Child Cost Is Less  Provides A Foundation

15. Social Emotional Conditions for Learning Students are supported Meaningful connection to adults Strong bonds to school Positive peer relationships Effective and available support Students are supported Meaningful connection to adults Strong bonds to school Positive peer relationships Effective and available support Students are socially capable Emotionally intelligent and culturally competent Responsible and persistent Cooperative team players Contribute to school and community Students are socially capable Emotionally intelligent and culturally competent Responsible and persistent Cooperative team players Contribute to school and community Students are safe Physically safe Emotionally and socially safe Treated fairly and equitably Avoid risky behaviors School is safe and orderly Students are safe Physically safe Emotionally and socially safe Treated fairly and equitably Avoid risky behaviors School is safe and orderly Students are challenged High expectations Strong personal motivation School is connected to life goals Rigorous academic opportunities Students are challenged High expectations Strong personal motivation School is connected to life goals Rigorous academic opportunities

16. Social and Emotional Conditions for Teaching Teachers are supported Meaningful connection to each other Relational Trust Ongoing professional development & support Teachers are supported Meaningful connection to each other Relational Trust Ongoing professional development & support Teachers are socially capable Emotionally intelligent and culturally competent Responsible and persistent Cooperative team players Teachers are socially capable Emotionally intelligent and culturally competent Responsible and persistent Cooperative team players Teachers are safe Physically safe Emotionally and socially safe Treated fairly and equitably School is safe and orderly Teachers are safe Physically safe Emotionally and socially safe Treated fairly and equitably School is safe and orderly Teachers are challenged High expectations Strong personal motivation Their work is connected to life goals Focused academic professional development Teachers are challenged High expectations Strong personal motivation Their work is connected to life goals Focused academic professional development

17.  Connection  Attachment  Trust  Care  Respect  Connection  Attachment  Trust  Care  Respect Social Emotional Learning & Support Social Emotional Learning & Support Positive Behavioral Approaches & Supports Learning Supports  Effective Pedagogy  Engagement  Motivation Learning Supports  Effective Pedagogy  Engagement  Motivation Supporting Conditions for Learning 17

18. SafetySupportChallengeSEL All Some Few Conditions for Learning & Teaching Matrix for Needs Assessment, Asset Mapping, & Planning

19. Caring Communities Survey Conditions for Learning Survey CLASS Class Maps SYTE/AIR Monitoring System Where to Intervene, Monitor, and Support?

20. K-2 3-56-8 Off Track On Track On Track to Thrive Say Yes to Education/AIR Monitoring System 13- 16 9-12Pre-K

21. Huff Osher Consulting, Inc.21 Find & Address the Root Causes What’s the problem? Why is it happening? What can be done to prevent it from happening again? Pluck the nutritious low hanging fruit!

22. Huff Osher Consulting, Inc.22 Questions Think about your school:  Are you be satisfied with the current level of academic performance?  Do students have a positive social experience?  Are all families involved with the school and their child’s learning?  Does the community support your school?  What would you change?

23. Huff Osher Consulting, Inc.23 Logic Model for Strategic Change Vision Assets, Capacities & Needs District School Students School Staff Families Strategies District School Students School Staff Families Changed: Capacity Behavior School Students Staff Families

24. Huff Osher Consulting, Inc.24 First Working Session 1 Vision 2 Assets, Capacities, & Needs District School Students School Staff Families Strategies District School Students School Staff Families Changed: Capacity Behavior School Students Staff Families

25. Huff Osher Consulting, Inc.25 Second Working Session 1 Vision 2 Assets, Capacities, & Needs District School Students School Staff Families Strategies District School Students School Staff Families 3 Changed: Capacity Behavior School Students Staff Families

26. Safe and Respectful Climate  Physical Safety  Little Or No Fighting, Bullying, Crime, Gang Presence, Or Substance Abuse

27. Safe and Respectful Climate  Emotional Safety  Climate Of Mutual Respect And Trust  Students Comfortable Taking Personal And Academic Risks

28. Middle School is the Worst Period 42.9 Source: Indicators of School Crime and Safety, 2008; Kevin Jennings

29. Jeffrey Sprague

30. Common response to Behavioral Problems  Pay more attention to problem behavior  Reduce Opportunities for Engagement – E.g. wait time  Increase Monitoring and Supervision  Restate rules & sanctions  Refer disruptive students to office  Suspend  Expel

32. The “Racial Safety Gap” at School Percentage of students responding “Neutral” or “No” to the question: “Do you feel safe at school?” Source: Springs, Iannotti, Nansel and Haynie 2007; Kevin Jennings

33. 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

34. Does Race Have an Impact? South Carolina School Crime Incident Report, 1998-99 Percentage of student population who are Black

35. 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.

36. 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.

37. Bullying: Some Success, But Nothing to Write Home About Campbell Collaboration Meta-analysis of 44 program evaluations (Farrington & Ttofi, 2010)  Overall programs are effective  Bullying decreased by 20-23%  Victimization decreased by 17-20%  Programs worked better: – In Norway – With older children

38. Does punishment “work”?  Sanctions such as office referrals or suspensions may appear to “work” in the short term – Removes student – Provides relief to teachers or administrators

39. Problems with Overreliance on Punishment  Detrimental effects on teacher-student relations  Modeling: undesirable problem solving  Reduced motivation to maintain self-control  Generates student anger  May result in more problems (Mayer, 1991)  Truancy, dropout, vandalism, aggression  Does not teach: Weakens academic achievement  Limited long term effect on behavior

40. 40 How Can We – Help students accept responsibility? – Place high value on academic engagement and achievement? – Teach alternative ways to behave? – Focus on restoring the environment and social relationships in the school?

41. Approaches that Appear to Work in Particular Contexts  Academic Engagement  Positive Behavioral Supports  Community Building Approaches  Social Emotional Learning  Restorative Justice  Some Combination of the Above

42. Important Ingredients  Cultural and Linguistic Competency  Developmentally Appropriate  Youth Voice and Youth Drivineness  Ecological  Data Informed  Quality of Support and Implementation

43. Foundation PBIS & SEL

44. Example: School Wide PBS  Can in appropriate situations: – Reduce problem behavior – Increase academic performance – Improve perception of school safety – Reduce teacher stress 44

45. Experimental Studies of SEL Programs  PATHS – Increased self-control, use of social problem-solving & conflict resolution, decreased conduct problems  Second Step – Decreased antisocial behavior, resulted in fewer negative behaviors in the classroom, lunchroom, and playground  Steps to Respect – Reduced acceptance of bullying, promoted responsibility to help others with bullying problems, more positive social interactions (did not actually reduce bullying overall)  Caring School Communities (formerly the Child Development Project) – Promoted social problem-solving and conflict resolution, democratic values, consideration of others’ needs, and sense of community. Increased spontaneous prosocial behavior and supportive, friendly and helpful behavior; reduced drug and alcohol use

46. Academics Implementation Support Systems -Fidelity -Funding -Teacher Wellbeing Prevention/SEL Behavior Management Combining SEL and SW PBS (PBIS & Second Step)

47. Social & Emotional Skills

48. Social Emotional Learning  Understand and Manage Emotions  Understand and Manage Relationships  Make Responsible Decisions

49. 15 Minute Break

50. Social and Emotional Learning  Work Well With Others  Cooperate As Team Players

51. Social and Emotional Learning  Solve Problems With Persistence And Creativity  Set And Work Toward Goals  Make Responsible Decisions In Academic And Social Settings  Recognize And Manage Emotions

52. Social Emotional Learning Self-awareness Social awarenessRelationship skills Responsible decision- making Self-management Core Competencies Citation: (2008) CASEL Tool 2 - SEL PowerPoint Presentation11.ppt slide #4(PowerPoint Presentation entitled “Social and Emotional Learning for School and Life Success”)

53. Behaviors Teachers Want  Student Self Control – Attends To Teacher’s Instruction – Follows Directions – Controls Temper In Conflict Situations – Responds Appropriately To Aggression – Controls Conflict Situations With Adults  Student Cooperation (Gresham Et Al. 2000; Kerr & Zigmond, 1986; Lane, Pierson, & Givner, 2003; Walker Et Al., 1992)

55. Change the Wiring and Functions of the Brain Greenberg

56. SAFE AND SOUND a Guide for Choosing SEL programs and practices 56

57. SEL PROGRAM: PATHS

58. Essential Components for PATHS  Skill Building for Both Students and Teachers  Generalization: Create opportunities to use these skills throughout the day  Provide students feedback and recognition for performance  Provide sufficient Technical Support to teachers  Integrate into other Academic Subjects  Involve Parents

59. The PATHS Curriculum Five Central Goals  The conscious awareness of emotional states in oneself and others  The ability to put these feelings into words  The ability to calm oneself down when feeling highly emotionally aroused  The ability to plan ahead and consider the effects of your behavior on others  Developing greater empathy/compassion for others

60. Emotion Cards From PATHS

61. Problem-Solving Outline When you notice upset feelings: 1. STOP and think. 2. Identify the PROBLEM. (collect lots of information) 3. Identify the FEELINGS. (your own and other peoples') 4. Decide on a GOAL. 5. Think of lots of SOLUTIONS. 6. Think about what MIGHT happen next. 7. Choose the BEST solution. (evaluate all the alternatives) 8. Make a PLAN. (think about possible obstacles) 9. TRY your plan. 10. SEE what happens. (evaluate the outcome) 11. TRY another plan or solution if your first one doesn't work. Emotional Regulation

64. SEL PROGRAM: CARING SCHOOL COMMUNITIES

65. CSC’s Four Components  Class Meetings  Cross-Age Buddies Program  School-wide Activities  Parent Involvement Activities

66. Class Meetings: based on Caring School Communities Students learn to take responsibility for their own learning and behavior. They also learn the values of fairness, helpfulness, caring, and respect. Component How it WorksStudent LearnTeachers Learn Class Meetings Teachers create an environment in which students’ learning, opinions, and concerns are taken seriously—and in which students participate as valued and influential contributors to the classroom community. As students learn to listen and talk to each other, they begin building a safe learning environment. How to set class norms and goals, create plans, make decisions, and solve problems related to classroom life How to better understand and empathize with other students How to build unity and give students a more meaningful voice in the classroom Ways to build students’ social skills and commitment to responsibility, helpfulness, and respect

67. Essential Features of Class Meetings  Circular arrangement that enables all participants to readily see and hear all others  Open-ended topics and genuine opportunities for students’ ideas to have influence  Safe, trusting, and reflective processes, with clear ground rules  Decisions made by consensus where possible

68. Benefits of Class Meetings  Build teacher-student and peer relationships within the classroom  Create a cohesive, caring, and reflective classroom climate  Teach goal setting, planning, decision making, problem solving, and reflection skills  Teach the importance of fairness, kindness, and responsibility  Promote greater understanding of self and others

69. Types of Class Meetings  Unity-building  Planning and decision-making – Academics – Classroom norms/ procedures  Check-in – Consciousness raising – Progress assessment or celebration  Problem-solving – About learning activities – About classroom norms/ issues

70. Essential Features of Buddies Activities  Pairing of whole classes separated by two or more grade levels  Teachers assign each older child a younger buddy for the whole semester or year  Paired classes meet every week or two for interactive academic or recreational activities  Regular pre-planning and post-reflection within each class

71. Benefits of Buddies Activities  For older buddies: – Experience themselves as responsible and caring – Make social connections and “fit in” in ways they might not with peers  For younger buddies: – Build friendship with and feel more comfortable around older children – Learn from a role model who is only a few years older  For teachers: – Collegial work with another teacher – Gain different view of students

72. Student Support  Adults Listen To Students, Care About Them And Treat Them Fairly  Adults Provide A Welcoming Environment For Students

73. Student Support  Teachers Establish A Connection With Students  Teachers Provide Extra Help When Students Are Having Trouble Understanding Material  Teachers Engage Students In The Learning Process

74. Headlines from One 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 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  Belonging ->Engagement ->Achievement

75. Some More Headlines  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)  Teachers who had high-quality relationships with their students had 31% fewer discipline problems, rule violations, and related problems over a year’s time than did teachers who lacked high-quality relationships with their students (Waters, Marzano, & McNulty, 2003)

76. Students for Feel Connected are:  Less Likely To Use Alcohol Or Substances  Experience Less Emotional Distress  Attempt Suicide Less  Engage In Less Deviant And Violent Behavior  School Connectedness The Only School- related Variable That Was Protective For Every Single Outcome National Longitudinal Study of Adolescent Health (ADD Health)

77. Scatter plot: Support (f) Size

78. Emotional Safety (f) Enrollment

79. Middle Schools  HOW STUDENTS, FACULTY, ADMINISTRATORS AND PARENTS EXPERIENCE THE SCHOOL  SENSE OF EFFICACY  STAGE ENVIROMENTAL FIT

80. The Middle School Problem TEACHERS: 7 th grade math compared to 6 th grade  believed students needed to be disciplined and controlled significantly more  rated students as significantly less trustworthy  felt significantly less efficacious

81. The Middle School Problem II  Teachers as less supportive, friendly, and fair than sixth-grade  An increase, in: – between classroom ability grouping, – whole-class instruction, – and social comparison of grades,

82. Programs that Develop and Support Relationships  Caring School Communities  Responsive Classroom  Open Circle  Tribes

83. Where Is Your School On This Continuum? Staff Teams Relational/Positive Discipline Coordination High Trust, Efficacy, Expectations Family-School Partnership Community-School Partnership Value and embrace diversity Teacher Isolation Punitive Discipline Fragmentation Low Trust, Efficacy, Expectations Poor Family-School Collaboration Low Community Contact Diversity Challenged

84. Foundation Appropriate & Engaging Curricula, Teaching, Learning Environments

85. Academic Challenge  School Courses And Lessons Are Challenging To Students  School Staff Provide Academic Support To All Students

86. Actions for Learning and Teaching Supports Students  Formative assessment; progress monitoring; curriculum-based assessment  Service learning  Experiential learning  Class Wide Peer Tutoring Teachers  Focused professional development  Administrative support for teacher learning communities  Consultation and mentoring 86

92. 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 FeedbackLanguage Modeling Adapted from www.classobservation.com/what/dimensions

93. Academic Challenge  Students Are Expected To Work Hard To Learn  Students Are Interested In What They Are Learning  Students Are Not Bored By Their Classes

94. The Implications of Freedom Writers

95. Students ConditionsCapacitiesBehaviors Connections, belonging, caring, and respect Social emotional learning Emotional and physical safety Positive behavioral supports Academic motivation, engagement, and support Cultural and linguistic responsiveness Care for others and develop positive relationships Manage their emotions and relationships Embrace opportunities for learning Be academically competent Take responsibility for their learning, attend and participate in class, and complete assignments Exhibit conduct appropriate for school (emotionally intelligent and culturally competent) Persist through academic and social challenges Perform to their academic ability, complete school, and continue their education Be socially responsible and contribute to their schools and community

96. Families ConditionsCapacitiesBehaviors Welcoming culturally competent school Respect Value as an expert on their children Safety and trust Accurate, helpful, and timely information about their children and the school Opportunities for learning and personnel growth Support to participate in school functions and activities Collaborate with teachers Understand the culture of the school and its expectations Know their rights and responsibilities Speak and/or write fluently in English or another language Value education and learning and have high expectations for their children Meaningfully participate in meetings Attend and support school functions Support their child’s learning at home Communicate effectively with teachers and school staff Encourage their child to excel academically and have high aspirations for their future

97. Teachers ConditionsCapacitiesBehaviors Connections, belonging, caring, and respect Emotional and physical safety Motivation and engagement Professional development Consultations and coaching Support for teaming and collaborating with families Organizational efficacy Relational trust Instructional leadership Culturally competent environment Manageable class size Accept responsibility for student learning and outcomes Mastery of the subject matter Accommodate individual student needs Can control and regulate own emotions Collaborate with colleagues and families Continuously improve their own practice Deliver a rigorous and developmentally appropriate curriculum Deploy classroom resources to best support individual student learning Create a collaborative classroom learning community Provide constructive feedback to students Personalize learning and differentiate instruction Create an orderly, respectful, and inclusive learning environment

98. Building & System Administrators Conditions Capacities Behaviors Community and school board support Access to coaching Authority to manage school budget Authority to hire and fire teachers and staff Accountable to community, families, teachers, students, and staff Safety to experiment (within reasonable limits) Sufficient time to realize change Believe schools can be successful for all students Reliability and consistency Make expectations clear Lead with vision, focus, and emotional intelligence Provide positive support Facilitate collaboration Establish mutual accountability Cultural competence Analytical thinking Create a collaborative culture that leaves no child behind Provide strategic leadership in the school and community Create a “problem solving culture” Support professional learning and provide constructive feedback to staff Demonstrate empathy and respect for students, staff, and families Respect and respond to the cultures of the school and community

99. How Do We Support An Individual’s Capacity to Teach, Learn, & Develop? 99 Relationships * Connection *Attachment *Trust *Care *Respect Social Emotional Learning & Support * Self-awareness *Self-management *Social-awareness *Responsible Decision Making *Relationship skills Positive Behavioral Approaches & Supports *Positive Approaches to *Discipline *Design of the *Environment Learning & Teaching Supports *Effective Pedagogy *Professional Development *Engagement *Motivation

100. SUMMARY: 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

101. How do Higher Performing Schools Engage Families and Community?  Build trusting collaborative relationships among teachers, families, and community members  Recognize, respect, and address families’ needs, as well as class and cultural difference  Embrace a philosophy of partnership where power and responsibility are shared (Henderson & Mapp, 2002) 101101101

102. 3-Tier Model for Differentiating Strategies to Maximize Family Engagement. 102102102 Opportunities afforded to all families. Opportunities afforded to all families. Additional supports to boost some families. Additional supports to boost some families. Special efforts for a few families.

103. Universal Strategies for ALL Families: 1st tier.  Create a welcoming environment  Solicit family input  Provide an orientation  Establish ongoing communication  Sponsor social activities 103103103

104. Selective Strategies to BOOST Some Families: 2nd tier.  Connect families with each other  Offer families education and training  Translate materials  Solicit family input  Recruit family members to serve on advisory groups  Engage faith community 104104104

105. Intensive Strategies for Hard to REACH Families: 3rd tier.  Tailor approaches to each family  Repair relationships between the student and their family 105105105

106. Fragmented, Quick, And Incomplete Measurement Can Yield Partial And Distorted Views Of Reality David Osher Need Regular Measurement/Monitoring of Youth Development and of School and Community Safety