Conditions for Learning: Promoting Conditions for Learning: Promoting Social, Emotional and Academic Social, Emotional and Academic

Growth in N and D Programs Growth in N and D Programs

Thursday, August 23Thursday, August 23rdrd, 2007, 2007

David Osher, NDTACDavid Osher, NDTAC

OutlineOutline

Why do conditions for learning matter? What affects learning? What does the research say? Where to intervene to help youth? What you can do? Using data and indicators to promote change.

Why do Conditions for Learning Matter?Why do Conditions for Learning Matter?

Why Should N & D Coordinators be Why Should N & D Coordinators be Concerned with Conditions for Learning?Concerned with Conditions for Learning?

Key to addressing the educational needs of children and youth who are neglected, delinquent, or at-risk of involvement in the juvenile justice system

Key to ensuring that these students have the same opportunities to achieve as students in regular community schools

Necessary for successful transitions

Key to Resolving the ContradictionKey to Resolving the Contradictionthat Many of You Facethat Many of You Face

Resolving the Dilemma: Resolving the Dilemma: Addressing the Reciprocity Addressing the Reciprocity Between Learning & Between Learning & BehaviorBehavior

Improved Learning

Improved: Social & Emotional Capacity, Behavior,

Mental Wellness

Bottom LineBottom Line

Emotions and social emotional capacities affect learning and

teaching

Relationships and social and emotional capacity provide a

foundation for learning and transition planning

Contexts affect emotions and relationships

Learning is social process that depends upon the ability of the

student to attend and the teacher to personalize

There are measurable conditions for learning that affect the ability of

students to attend and teachers to personalize

These conditions for learning are particularly important for students

in N&D programs

Low Achieving Students & Students Who Are Low Achieving Students & Students Who Are at Riskat Risk

Particular susceptibility to: Low Teacher Support Negative Peer Relationships Chaotic & Reactive Environments Poor Instructional and Behavioral Practices

Bottom LineBottom Line

Achieving better N&D outcomes requires a three-tiered approach that provides students and teachers with the support necessary to improve:– The conditions for teaching and learning– The capacity of teaches to teach and of students to

learn

Better Transition & Long Term Outcomes : Better Transition & Long Term Outcomes : Individual and Social Assets Provide Individual and Social Assets Provide SupportSupport

What Affects Learning What Affects Learning Outcomes?Outcomes?

Capacity For LearningSEL Conditions

For Learning

Capacity For TeachingConditions

For Teaching

Capacity ExamplesCapacity Examples

Can students and faculty regulate their own emotions and behavior and manage stress?

Do students have the ability to persevere though academic and social challenges?

Can teachers establish respectful relationships with students?

Can teachers differentiate instruction to build upon student strengths and accommodate student needs?

Do teachers have strong classroom management skills?

The Zone of Proximal Development for The Zone of Proximal Development for Learning & DevelopmentLearning & Development

Nakkula, M. J., & Toshalis, E. (2006). Understanding youth: Adolescent development for educators. Cambridge: Harvard Education Press.

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Student Social Support*: Relationship to Average Student Social Support*: Relationship to Average Gains in Reading and Math Achievement in Gains in Reading and Math Achievement in Chicago:Chicago:66thth and 8 and 8thth Graders Graders

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Level of Student Social Support

Lee, Smith, Perry, & Smylie. (1999)School Research, Social SupportAcademic Press, & Student Achievement

*Personal Relations Student Has IndividualsWho Can Help Them Do Well in School

Biggest Math Gains in Schools that Combine High Biggest Math Gains in Schools that Combine High Levels Levels of Student Social Support and School Academic of Student Social Support and School Academic Press*Press*

Lee, et al. (1999)School Research, Social SupportAcademic Press, & Student Achievement

*Extent that school members experience strong emphasis on academic standards and success

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Biggest Reading Gains in Schools that Combine Biggest Reading Gains in Schools that Combine High Levels of Student Social Support and High Levels of Student Social Support and School Academic PressSchool Academic Press

Lee, et al. (1999)School Research, Social SupportAcademic Press, & Student Achievement

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New Findings: Alaska State-wide School-New Findings: Alaska State-wide School-Climate ResearchClimate Research

Positive change in school climate and connectedness related to significant gains in student scores on statewide achievement tests.

Reading and Writing– The greater the increase in student ratings of caring

adults at school and overall connectedness to their school, the greater the improvement in reading and writing scores

Math– The greater the increase in student ratings of caring

adults at school, positive peer climate at school, and overall connectedness to their school, the greater the improvement in math scores

Social and Emotional Conditions for Social and Emotional Conditions for LearningLearning

Students are supported

Students are socially capable

Students are safe

Students are challenged

Meaningful connection to adults

Strong bonds to school

Positive peer relationships

Effective and available support

Emotionally intelligent and culturallycompetent

Responsible and persistent

Cooperative team players

Contribute to school and community

Physically safeEmotionally and socially safe

Treated fairly and equitably

Avoid risky behaviorsSchool is safe and orderly

High expectationsStrong personal motivation

School is connected to life goals

Rigorous academic opportunities

Efficacy and Social NetworksEfficacy and Social Networks

Do the students  believe that they can succeed? Do students believe that academic success is a

worthwhile pursuit? Do students believe that academic success will be

valued by the people who matter to them? 

SupportSupport

Do students feel connected to teachers? Do Students feel that there teachers care about

them? Do students feel respected & supported by

teachers?

Social and Emotional Conditions for Social and Emotional Conditions for TeachingTeaching

Teachers are supported Teachers are socially capable

Teachers are safe

Teachers are challenged

Meaningful connection to each other

Relational Trust

Ongoing professional development & support

Emotionally intelligent and culturallycompetent

Responsible and persistent

Cooperative team players

Physically safeEmotionally and socially safe

Treated fairly and equitably

School is safe and orderly

High expectationsStrong personal motivation

Their work is connected to life goals

Focused academic professional development

Address Fundamental Needs of Children, Address Fundamental Needs of Children, Youth, & AdultsYouth, & Adults

Connection/AttachmentTrust Care

Respect & Being Valued

Social &

Emotional Skills & Development

Positive Behavioral

Approaches & Supports

EngagementMotivation Competence

Learning Support

The PromiseThe Promise

The Power of the Peer GroupThe Power of the Peer Group

Implications of Freedom Writers--Why Did Ms. Implications of Freedom Writers--Why Did Ms. Gruwell & Her Students Succeed, and How is it Gruwell & Her Students Succeed, and How is it Relevant to N&D?Relevant to N&D?

What does the research say?What does the research say?

Research HeadlinesResearch Headlines

Wang et al. (1997) examined 28 categories of influences on learning based on 179 handbook chapters, 91 research syntheses, and surveys of 61 national experts

Among top 11 most influential categories, 8 involved SEL (e.g., student-teacher social interactions, classroom climate, peer group)

Conclusion: “direct intervention in the psychological determinants of learning promise the most effective avenues of reform” (p. 210)

NAEP Headlines: Positive School Climate and NAEP Headlines: Positive School Climate and Academic AchievementAcademic Achievement

At all three grade levels (4, 8, and 12), students in schools reporting an above-average climate on any one of the three measures had higher mean NAEP mathematics scale scores than students in schools reporting average or below-average school climate on the same measure (Greenberg, Skidmore, Rhodes, & Nesbitt, 2001).

Some Other Research HeadlinesSome Other Research Headlines

Feeling secure with teachers and engagement related to positive coping and using teachers to address school problems (Ryan et al. 1994)

Lack of teacher nurturance was the most consistent negative predictor of academic performance and social behavior (Wentzel, 2002)

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)

NELS HeadlinesNELS 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)

Importance of teaching appropriate Importance of teaching appropriate behaviors and social problem-solving skillsbehaviors and social problem-solving skills

Self-Awareness (e.g., identifying and recognizing own emotions, recognizing strengths)

Social Awareness (e.g., empathy, respect for others)

Responsible Decision Making (e.g., evaluation and reflection, personal responsibility)

Self-Management (e.g., impulse control, stress management)

Relationship Skills (e.g., working cooperatively, help seeking and providing)

Benefits to teaching and supporting Benefits to teaching and supporting SELSEL

Growing evidence-based support for improved:

• Attitudes (motivation, commitment)

• Behavior (participation, study habits)

• Performance (grades, subject mastery)

Based on Consortium on the School-Based Promotion of Social Competence, 1994; Elias, 2003; Elias et al., 1997; Fredericks, 2003; U.S. Department of Health and Human Services, 2002; Wilson, Gottfredson, & Najaka, 2001; and Zins, Elias, & Greenberg, 2003; Zins, Weissberg, Wang, & Walberg, 2004.

SEL & AttitudesSEL & Attitudes

Higher sense of self-efficacy

Better sense of community (bonding) and view of school as caring

More positive attitudes toward school and learning

Higher academic motivation and educational aspirations

Greater trust and respect for teachers

Improved coping with school stressors

Increased understanding of consequences of behavior

Where to InterveneWhere to Intervene

Work at Three Work at Three Levels:Levels:

Provide Individualized Intensive SupportsProvide coordinated, intensive, sustained, culturally appropriate, child and family focused services and supports.

Intervene Early & Provide Focused Youth Development ActivitiesImplement 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.

Think Pyramid, Not TriangleThink Pyramid, Not Triangle

All StudentsAll Students

Relational DisciplineMentoring

Character EducationService Learning

COMPPBIS

Mastery LearningCooperative Learning

Culturally Competent Curricular

Students Who Are at Particular Students Who Are at Particular RiskRisk

Check & ConnectALAS

Emotional Support& Encouragement

Think TimePositive Adolescent Choice

Training (PACT)

Functional Assessment

Curriculum Based AssessmentTutoring

Scaffold Skill Development & Feedback

Students With Intensive Students With Intensive NeedsNeeds

Intensive Mentoring

Cognitive Behavioral Approaches & TherapiesMedication Management

MST

WraparoundTurnaround For Children

Systems of Care

Assistive TechnologyIntensive Tutoring

Reference 5

ALAS: Achievement for Latino’s through ALAS: Achievement for Latino’s through Academic SuccessAcademic Success

RecognitionCeremonies & Outings

ConnectionsSupport for Parent

Engagement

Problem Solving Skills

Parent TrainingAccess to Community

Services

Intensive Attendance Monitoring

Daily Parent ContactFrequent Teacher

Feedback

What can you do?What can you do?

Principals can:Principals can:

Use a school social climate assessment tool Promote high academic standards and expectations Develop school-wide community service projects Strengthen parent-teacher relationships Ensure that every student in the school has an adult

assigned to know and “watch out” for that student Ensure that teachers receive ongoing professional

development and support regarding how to improve conditions for learning

Blum,2007; Osher, 2007

Classroom teachers can:Classroom teachers can:

Develop high expectations for their students Establish high academic expectations Provide consistent and proactive classroom

management Encourage cooperative learning. Use behavioral and cognitive behavioral educational

techniques. Rely on peer-assisted teaching

Blum,2007; Osher, 2007

Classroom teachers can:Classroom teachers can:

Create participatory classrooms Develop identified roles that contribute to the

learning enterprise for all students Share positive reports of student behavior and

achievement with parents Develop routines and rituals for the class Model SEL Skills

Blum,2007; Osher, 2007

What Youth Say Teachers Can DoWhat Youth Say Teachers Can Do

Care Demonstrate Respect Make a serious effort to know every student well so

they feel supported and motivated to learn Create opportunities for students really learn about

classmates’ cultures to help reduce negative peer interactions.

Improving Teacher PerformanceImproving Teacher Performance

Conditions + Capacities Behaviors 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

Osher & Osher, 2007

Using Data & Indicators To Promote Change

Friedman, 2007

Drop out rate

TrendTrend

Not OK

Turning the Curve

More LearningImproved Behavior

Enhanced Academic Skills

Sense of Self as Learner

More LearningImproved Behavior

Enhanced Academic Skills

Sense of Self as Learner

Teach SEL Competencies•Self-awareness•Social awareness•Self-management•Relationship skills•Responsible decision making

Teach SEL Competencies•Self-awareness•Social awareness•Self-management•Relationship skills•Responsible decision making

GreaterAttachment,

Engagement, & Commitmentto Learning

GreaterAttachment,

Engagement, & Commitmentto Learning

Less Risky Behavior, More

Assets, &Positive

Development

Less Risky Behavior, More

Assets, &Positive

Development

•Better Academic

Performance•ImprovedTransitions

•Better Academic

Performance•ImprovedTransitions

Effective• Instruction•BehavioralSupport &

OpportunitiesTo Learn

Effective• Instruction•BehavioralSupport &

OpportunitiesTo Learn

Safe, Caring, Supportive

ParticipatoryEngaging Learning

Environments

Safe, Caring, Supportive

ParticipatoryEngaging Learning

Environments

A Model for Improved Outcomes

Safeguarding Our Children: An Action Guide, Revised and Expanded (Sopris West)

Teaching and Working with Children with Emotional and Behavioral Challenges (Sopris West)

Addressing Student Problem Behavior (Parts 1, 2, 3) (CECP)

“Schools Make a Difference,” in Racial Inequity in Special Education, The Civil Rights Project at Harvard University and the Harvard Education Press

Resources: MaterialsResources: Materials

ResourcesResources

Learning First Alliance. (2001). Every Child Learning: Safe & Supportive Schools. Washington: DC: Author

Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs. Chicago: Author.

Zins, J.E., Weissberg, R.P., Wang, M.C., & Walberg, H.J. (Eds.). (2004).Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.