Presentation on theme: "Summer Institute August 1, 2008 Learning and Teaching Support Team Mona Johnson Greg Williamson Ron Hertel Annie Blackledge Dixie Grunenfelder Travis."— Presentation transcript:
Learning and Teaching Support Team Mona Johnson Greg Williamson Ron Hertel Annie Blackledge Dixie Grunenfelder Travis Smith Pam OBrien
Washington States 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 Emotional (Stamina) (Resiliency / empathy) Intellectual The Whole Learner (Problem solving / creativity) All 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
Core Principles: We can effectively teach all children Intervene early Use multi-tier model of service delivery Use a problem solving model to make decisions Deliver scientific, research based interventions with fidelity according to the intervention plan
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
Support Service Functions Three categories: 1.Direct services and instruction 2.Coordination, development, and leadership related to programs, services, resources, and systems; 3.Enhancement of connections with community resources Adelman 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 a child's involvement in negative behavior and improvements in academic achievement: –Connectedness to a parent –Connectedness to a school based adult Journal of the American Medical Association (2004)
Conceptual Framework for Learning and Teaching RIGOR PERSONALIZED LEARNING RELEVANCE RELATIONSHIPS
The 7 Principles 1.Identify Students Early; 2.Closely Examine New and Existing School Policies and Procedures; 3.Build Strong Community Partnerships and Personalize Your School; 4.Reduce Social Isolation; 5.Manage Student Transitions; 6.Create Options and Implement Creative Interventions; and 7.Build Parent/Family Relationships
Brain Development Patterns NEUTRAL START BRAIN Hormones, chemicals & cellular systems prepare for a tough life in an evil world OUTCOME Individual & species survive the worst conditions. INDIVIDUAL Edgy Hot temper Impulsive Hyper vigilant Brawn over brains BRAIN Hormones, chemicals & cellular systems prepare for life in a benevolent world TRAUMATIC STRESS OUTCOME Individual & 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 Cant modify behavior in response to social cues Social isolationcant navigate friendship MENTAL HEALTH Poor social/emotional development Alcohol, tobacco & other drug abusevulnerable to early initiation Adolescent & adult mental health disordersespecially 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
Washington State Statistics 2005 - 11.6% below poverty level ($19,500 for a family of four) 2001 – Poverty rate was 9.9% 2004- WSPD - 52,055 domestic violence calls 2005 - 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 annuallyless 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
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: 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
Fostering Resilience Care and support High expectations Opportunities for involvement
Competence Confidence Connection Character Contribution Coping Control Dr. Kenneth Ginsburg, American Academy of Pediatrics Ingredients of Resilience Crucial Cs
Teach SEL Competencies Self-awareness Social awareness Self-management Relationship skills Responsible decision making Greater Attachment, Engagement, & Commitment to School Less Risky Behavior, More Assets, More Positive Development Better Academic Performance and Success in School and Life Safe, Caring, Challenging, Well- Managed, Participatory Learning Environments How SEL Supports Good Outcomes for Kids Slide Courtesy of CASEL
The Value of Partnerships – Schools Cant do it Alone!
School FamilyCommunity Learning Environment Component Instructional Component Management Component Supporting Success for ALL Kids Howard Adelman & Linda Taylor Department of Psychology, UCLA
System of Early Intervention Early-after-onset (moderate need, moderate cost per individual) Systems of Prevention Primary prevention (low end need/low cost per individual programs) Systems of Care Treatment of severe and chronic problems (High end need/high cost per individual programs) School Resources (facilities, stakeholders programs, services) Community Resources (facilities, stakeholders programs, services)
Collaboration Defined: It is a mutually beneficial relationship between two or more parties who work toward common goals by sharing responsibility, authority, and accountability for achieving results. - Collaborative Leadership: How Citizens and Civic Leaders Can Make a Difference, (1994) by Chrislip and Larson
Potential Partners Dept. of Social and Health Services Department of Corrections Parent Coalitions 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
From Your Experience - What are the Challenges to Collaboration? What are the Benefits to Collaboration?
Family Involvement in Learning Epsteins Six Types of Involvement: Parenting Communicating Volunteering Learning at home Decision making Collaborating with the community
Build Relationships into a Network of Community Resources Questions 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 ?
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 systemseducation, 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
References Adelman and Taylor, School Mental Health Project at UCLA http://www.smhp.psych.ucla.edu 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 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=G overnment&L2=Departments+and+Divisions&L3=Massachusetts+Commissio n+for+the+Blind&sid=Eeohhs2&b=terminalcontent&f=mcb_focal_point_spri ng07&csid=Eeohhs2 http://www.mass.gov/?pageID=eohhs2modulechunk&L=4&L0=Home&L1=G overnment&L2=Departments+and+Divisions&L3=Massachusetts+Commissio n+for+the+Blind&sid=Eeohhs2&b=terminalcontent&f=mcb_focal_point_spri ng07&csid=Eeohhs2
Additional References The National Child Traumatic Stress Network http://www.nctsnet.org/nccts/nav.do?pid=hom_main Kids Count http://www.aecf.org/MajorInitiatives/KIDSCOUNT.aspx Collaborative for Academic, Social and Emotional Learning http://www.casel.org/ Wolin and Wolin, Project Resiliencehttp://projectresilience.com/index.htmhttp://projectresilience.com/index.htm Healthy Youth Survey http://www.doh.wa.gov/EHSPHL/hyshttp://www.doh.wa.gov/EHSPHL/hys US Census Bureau quickfacts.census.gov/qfd/states/00000.htmlkfacts.census.gov/qfd/states/00000.html
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