Increasing Student Engagement in Low Performing Schools

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Increasing StudentEngagement in LowPerforming Schools

December 11, 2012


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Increasing Student Engagement in

Low Performing Schools

Dr. Ryoko Yamaguchi, Moderator

President & Chief Scientist

Plus Alpha Research & Consulting


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Agenda

Purpose of the Webinar

Introductions Dr. Ryoko Yamaguchi, Plus Alpha Research & Consulting

[email protected]

Dr. Christopher Hulleman, University of Virginia

[email protected]

Dr. Patrick Murphy, Superintendent, Arlington Public Schools [email protected]

Ms. Maureen Nesselrode, Principal, Arlington Public Schools

[email protected]

Polling Feature during the Webinar

Question and Answer

Stakeholder Feedback Survey

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Poll Question

Which of the following best describes your primary occupation?

(Please choose only one)

Local Education Agency

State Education Agency

State Government

Other

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What is the Regional Education Laboratory?

U.S. Department of Education, Institute for Education Sciences

REL mission: To provide support for a more evidence-relianteducation system

REL provides regional support for:

Applied research and evaluation; and

Technical support and information sharing to build capacity to use datafor improved educational outcomes.


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Student Engagement in School:

An Introduction

Dr. Chris S. Hulleman

Research Associate Professor

University of Virginia


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Student Engagement in School

40-60% of high school students are disengaged (Klem &

Connell, 2005)

Engagement decreases over time (Jacobs et al, 2003)

Engagement is associated with (Allensworth & Easton,

2007; National Research Council, 2004)

GPA

Standardized test scores

Attendance

Reduced discipline referrals and dropouts

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Student Engagement in School: What is it?

Attendance and Discipline

Social

Participation in extracurricular activities

Feeling a sense of loyalty to school

Academic

Being actively involved in learning

Passive vs. Active

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Student Engagement in School: What is it?

Attendance and Discipline

Social

Participation in extracurricular activities

Feeling a sense of loyalty to school

Academic

Being actively involved in learning

Passive vs. Active

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Behavioral Engagement

Completing

homework

Asking for help

Trying hard

Persisting in the face

of failure

Based on National Research Council (2004);

Fredericks et al (2011) 10


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Cognitive Engagement

Paying attention in class

Problem solving

Meta-cognitive

strategies




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Emotional Engagement

Enthusiasm

Pride in

accomplishment

Interest




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What Leads to Engagement?

Based on National Research Council (2004) 13

EnvironmentEducational Context

&

Instruction

PsychologicalI Can

(Competence, Control)I Want To

(Values, Goals)I Belong(Social Connection)

AcademicEngagement


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Classroom Design Principles for Academic Engagement

Caring teachers

Choice

High expectations for learning

Meaningful curriculum

Challenging work

Active involvement

Collaborative work

Variety of activities

Personalized learning (prior knowledge and interest) Work that is meaningful outside the classroom

Based on National Research Council (2004); Klem &

Connell (2005) 14


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Policies That Promote Academic Engagement

Grouping of students

Use group size to promote belonging Group by interest (NOT performance)

Length of classes

Common planning times Additional tutoring/support for struggling

students

Community-based mentors

Accountabilitythe double-edged sword!

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Schoolwide Reform Models

Coalition of Essential Schools

First Things First

Talent Development High

School

High Schools That Work

Check and Connect

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Student and Classroom Interventions

Growth Mindsets (Dweck, 2007)

Increasing Value (Hulleman et al., 2010; Hulleman &Harackiewicz, 2009)

Reducing Stereotype Threat (Cohen et al., 2006)

Promoting Sense of Belonging (Walton & Cohen,2011)

Attributing Failure to Effort (Wilson, 2006)

Cognitively Engaging Instruction (Stipek, 2002)

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Limitations and Future Directions

Limitations

Only a few, rigorously tested student/classroomengagement interventions

No tests of schoolwide academic engagementinterventions

Current research

Testing additional student/classroom interventions

Design and test an Engaged School model

Integrated engagement interventions at the classroom,grade, school, and district level

Partners needed!18


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Challenges in Selecting Effective Interventions

Do you have an engagement deficit?

How do you know if engagement is a problem in yourschool?

Assessment!

Surveys

Interviews

Classroom Observations

If yes, then what type of engagement is lacking in yourclassroom, school, or district?

What resources are available to you?

What type of intervention(s) is possible/feasible?

How will you know it was effective in increasingengagement?

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Poll Question

I am interested in student engagement for the following reasons:

(Check all that apply)

Low student achievement

Achievement gap

At-risk of dropping out

Behavioral/ classroom management Special education

Gifted and Talented/ enrichment program

Educational interventions on engagement

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Arlington Public School Efforts to

Turn Around Schools: EngagingStudents and School

Leadership

Dr. Patrick K. Murphy

Superintendent

Arlington Public School


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Arlington Public Schools: The Context

Schools in Improvement

3 Title I Elementary Schools identified as Focus Schools

1 Provisionally-Accredited High School (graduation rate)

Building capacity at the district level to provide clearsupport and accountability for priority schools

Build high-impact leadership at schools and the divisionlevel

Create conditions to support and sustaintransformational change toward effective schools

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Goals of Program

Design and implement short-

cycle, formative assessmentdata systems

Identify instructionaldecisions student-by-studentaccording to performancedata

Recognize that there is not a

single formula for developingand sustaining effectiveschools

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Build Leadership Team Superintendent

Assistant Superintendent, Instruction Assistant Superintendent, Student Services

Director of Early Childhood and Elementary

Supervisor, Title I

Supervisor, ESOL/HILT

Supervisor, Mathematics

Supervisor, Science

VDOE Liaison

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The Process

Monthly individual

meetings with principals

and District Team

Executive Leadership

training for principals

Involve school teams

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Focus on Students

Data walls

Formative assessment

Parent involvement

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Use the Strategic Plan as Your Focus

Present high and clearexpectations for allstudents and include aconsistent guide forthe evaluation ofstudent work.

Within this framework,APS ensures that acore set of standards-based concepts and

competencies form thebasis of what allstudents should learn.

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Use the Strategic Plan as Your Focus

Create engaging and motivating

educational program choices thatprepare students to achievecollege and career aspirations.

These choices provideopportunities for students to:

explore, discover, and optimize theirindividual strengths;

recognize and help them overcometheir weaknesses; and

be evaluated and benchmarkedagainst the best educational systemsnationally and internationally.

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Use the Strategic Plan as Your Focus Create an environment where all

students feel challenged,

supported, and accepted as theylearn.

Such an environment putsstudents needs, abilities, and

interests first. Learning styles arecentral to students decisions onwhat they learn and how theylearn it.

Students are active andresponsible participants learning.

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%Passing

SOL

Standards Of Learning Pass Rates

0

20

40

60

80

100

Asian

Black

Hispanic

White


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Student Engagement in a

Focus School

Ms. Maureen NesselrodePrincipal

Campbell Elementary School


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Campbell Elementary School

Urban environment outside Washington, D.C.

418 students Public school

Lottery with preference granted to certain neighborhoods

Approximately 60% free/reduced lunch

45% receiving second language services 15-18% receiving special education services

6-8% receiving gifted services

Expeditionary Learning School (national organization)

Focus on the Outdoor Environment Developmental Appropriateness is a core value

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Defining Student Engagement

Students are invested in their own learning

Students initiate tasks or extensions ofclassroom tasks

Students are active participants in schoolactivities

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Relationships

Looping with teachers

Minority role models (staff and volunteers) Home visits

Morning meeting

Responsive classroom approaches

Long-term relationships with students and families PreK-5th grades

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Parent Involvement

Lottery for admission to the

schoolparent investment Parent conferences three

times a year

Parenting programs in Spanish

Students demonstrate learningto parents (Showcases)

Parent helpers in classrooms

Book Buddies program

School-wide initiatives(Wetlands)

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Honoring the Cultures of Our Students

Students and parents share cultural experiences

(songs, dances)

Diversity is part of the curriculum

Spanish program during the school day

PTA meetings are potluck, multicultural dinners

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Designing Learning that Increases Engagement

Final products/projects are authentic and have anaudience

Students become the experts in case studies

Students know the learning objective (called learningtarget)

Student choice and/or student-directed projects Learning is hands-on and in small groups

Students unpack vocabulary

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Measuring Student Engagement

CLASS tool (UVA)

Campbellmean of 6.0 (7.0 is thehighest)

Teacher evaluation: observations

Learning Walks: can studentsarticulate what they are learning?

Parent and student surveys

Increased accountability forstudents on the watch list

Watch list is a list of students

identified for intervention and/orremediation based on assessmentdata

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S i T h


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Supporting Teachers

Scheduling

Planning time

Resources

Staff development

Feedback on studentengagement throughformal observations

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O F G i F d


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Our Focus Going Forward

Strength: engagement in science, social studies,

and writing

Area for continued growth: engagement inreading and math

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Questions & Answers

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REL Appalachia Tools & Resources

Online Resources

Website: http://www.relappalachia.org/

Events information: http://www.relappalachia.org/news-events

IES REL Website: http://ies.ed.gov/ncee/edlabs/

Monthly newsletter: To received our newsletter, email:[email protected]

(Subject: Subscribe)

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Stakeholder Feedback Survey

Please take a moment to answer the survey,

rating the quality of the webinar.

Your feedback is important to us!

Your responses will help us improve our webinarsto continue to meet your needs.

Your responses will be kept confidential.

Thank you!

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ReferencesAllensworth, E. M., & Easton, J. Q. (2007). What matters for staying on-track and graduating in Chicago Public High Schools. University of Chicago: Consortium onChicago School Research.

Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct.Psychology in the Schools, 45(5), 369-386.

Cohen, G., Apfel, J., Apfel, N., & Master, A. (2006). Reducing the Racial Achievement Gap: A Social-Psychological Intervention. Science, 313, 1307-1310.

Dweck, C. S. (2007). Mindsets: The New Psychology of Success. Ballantine Books.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74,59-119.

Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., and Mooney, K. (2011). Measuring student engagement in upper elementary through highschool: a description of 21 instruments. (Issues & Answers Report, REL 2011No. 098). Washington, D.C.: U.S. Department of Education, Institute of EducationSciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved fromhttp://ies.ed.gov/ncee/edlabs.

Hulleman, C.S., Godes, O., Hendricks, B., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal ofEducational Psychology, 102(4), 880-895.

Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science (326), 1410-1412.

Klem, A. M., & Connell, J. P. (2005). Engaging youth in school. In L.R. Sherrord, C. Flanagan, R. Kassimir (Eds.), Youth Activism: An International Encyclopedia.Greenwood Publishing Co.

National Research Council and the Institute of Medicine. (2004). Engaging schools. Washington, D.C.: The National Academies Press.

Stipek, D. J. (2002). Motivation to Learn: Integrating Theory and Practice(4th edition). Pearson.

Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447-1451.

Wigfield, A., & Cambria, J. (2010). Students achievement values, goal orientations, and interest: Definitions, development, and rela tions to achievement outcomes.Developmental Review, 30, 1-35.

Wilson, T. D. (2006). The power of social psychological interventions. Science, 313, 1251-1252.

Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: Theyre not magic. Review of Educational Research, 81, 267-301.
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Increasing Student Engagement in Low Performing Schools