Project LEARN/CLASS Research: Maximizing Resources, Maximizing Impact Kimilee Campbell, Cade Charlton, Richard West Center for the School of the Future

Project LEARN/CLASS Research: Maximizing Resources, Maximizing Impact Kimilee Campbell, Cade Charlton, Richard West Center for the School of the Future Utah State University CLASS Conference 2012 Eugene, OR July 10, 2012

Only an army of informed citizens can protect this legacy. Its time to get informed. - Margaret Bird

The Land-grant Education And Research Network (LEARN) conducts research concerning the utilization of trust lands to increase funding for K-16 education nationally, and provides leadership in managing these resources to improve education. The Network conducts its work in partnership with the Childrens Land Alliance Supporting Schools (CLASS)

Developing Advocates Recruit others Build coalitions Give them the tools to make the case Message Credible concise relevant compelling contrasting Advocate and influence Lobby Relationships, relationships, relationships Define success Maintain contact

An Advocates Handbook How will you use this handbook to: Recruit others Build coalitions Share your message Influence others

Project LEARN Powerful questions What can be done to maximize the revenue/income generated from the management of school trust lands? What role should education stakeholders fill in protecting and preserving these resources? How are the resources from School Trust Lands used to benefit schools? What must be done to honor our intergenerational commitment to schoolchildren?

Investment allocation Prudent Investor Rule Productive use Guaranteed against loss and diversion Governance structures Beneficiary rights Trustee duties Loans guaranteed against the fund Beneficiary oversight Uniform reporting Model legislation Navigable water ways Endangered species In-lieu selections Asset management Asset valuation Capital outlays School libraries Innovation Class size reduction Student engagement Student achievement Critical thinking Land Management Fund Management Revenue Distribution School Improvement Maximize RevenueMaximize Impact Dedicated revenue Marginal contribution to overall education costs Intergenerational obligation Equity & access

Maximizing Impact How are the resources from School Trust Lands used to benefit schools? Visibility Targeted distribution

Visibility To what extent do beneficiary representatives (Teachers) recognize the role of school trust lands in supporting education? Survey teachers to determine who knows about School Trust Lands

NEA Convention

Preliminary Findings Surveyed 312 convention attendees Representing 47 states 42% of respondents from Western states could answer the following question: What are school trust lands? 3% from CA 50% from WA 83% from NM 100% from Utah

What Do We Do With Our School Trust Land Revenue? School buildings Libraries Teacher retirement General fund Systematic and targeted school improvement

Spending vs. Investing

Many states use of school trust lands revenue is the equivalent of educational hospice care. We strive to keep our students comfortable while the conditions for learning deteriorate

Confidence in Public Schools at Record Low USA Today, Thursday, June 21, 2012 Confidence in US public schools dropped to lowest level in four decades (2012 Gallup Poll) 29% great deal or quite a lot of confidence 40% some confidence 30% little or no confidence 58% confidence (1973 Gallup Poll)

What is AYP? Adequate Yearly Progress Center on Educational Progress, May 2012 To make adequate yearly progress as defined by NCLB, public schools and districts must meet yearly targets, known as annual measurable objectives (AMOs), set by their state for the percentages of students scoring proficient on state tests and other performance indicators. If a school fails to make AYP for two consecutive years or more, it is considered in need of improvement and must submit to certain interventions mandated by NCLB that are intended to improve achievement.

AYP Results for 2011-2012 Center on Education Policy (May 2012) Nearly half of the nations public schools (an estimated 49%) did not make AYP in 2011. This marks an increase from 39% in 2010 and is the highest percentage since NCLB took effect. In 24 states and the District of Columbia, at least half of the public schools did not make AYP in 2011. In a majority of the states (43 and D.C.), at least one-fourth of the schools did not make AYP. The percentage of public schools not making AYP in 2011 varied greatly by state, from about 11% in Wisconsin to about 89% in Florida.

School Improvement Nothing important has happened to improve schools and teaching until the students notice the difference

What Works in the Classroom? Ask the Students Kids know effective teaching when they experience it. As a nation, weve wasted what students know about their own classroom experiences, instead of using that knowledge to inform school reform efforts Ronald Ferguson, Harvard University, Measures of Effective Teaching Project, Bill and Melinda Gates Foundation, quoted in New York Times, December 10, 2010

create the conditions for student learning, and predict important student and school outcomes, such as adequate yearly progress (AYP)? 102 schools in 7 western US states and District of Columbia Typical range of ethnicity, SES, and community risk Which teacher behaviors and school practices

Elements of Effective Instruction That Create The Conditions for Learning Clear Expectations Clearly communicating high standards and expectations for performance and explaining the step by step reward contingencies for acceptable behavior. Building Basic Skills Emphasizing the building and strengthening of fundamental academic, social, and self-management skills, making coercive practices largely unnecessary. Rewards and Recognition Actively recognizing appropriate behavior and individual efforts to improve whenever and wherever they occur throughout the school environment. Positive Relationships Establishing and maintaining staff-to- student relationships based upon mutual respect and positive regard.

Conditions for Learning I know exactly what is expected of me I have the knowledge and skill to meet the expectations When I make a concerted effort to meet the expectations, someone notices and acknowledges my efforts, and Someone (probably an adult) cares enough about me to teach me these things

The Conditions for Learning Clear Expectations Building Skills Social Academic Rewards & Recognition Positive Relationships ElementarySecondary Are you often confused about how to behave at school? Are you frequently confused about what is expected of you at school? Do you have lots of friends? Do you read a lot? Does your teacher often say you are doing good work? Does your teacher care about you? Do you make friends easily? Do you do well on tests and assignments? Are you recognized enough for your efforts to succeed? Is there an adult at school whom you trust to ask for help?

Signal Analysis Legend For Behavioral Support Data Exemplary > 90% positive response Superior > 80% and < 90% positive response Typical > 70% and < 80% positive response Opportunity < 70% positive response to Improve

Conditions for Learning Predict AYP Clear Expectations

Conditions for Learning Predict AYP Building Social Skills

Conditions for Learning Predict AYP Building Academic Skills

Conditions for Learning Predict AYP Rewards & Recognition

Conditions for Learning Predict AYP Positive Relationships

What Makes a Really Good School? The conditions outside of school (unalterable variables) combine with the conditions inside the school, including inside the classroom (alterable variables) to create the overall school learning environment

UNALTERABLE VARIABLES These are the things we are given, over which we have little or no control POVERTY (ECONOMIC STATUS) HOME LANGUAGE FAMILY BONDING COMMUNITY INVOLVEMENT STUDENT MOBILITY PARENT EDUCATION DISTURBED PEER RELATIONSHIPS

ALTERABLE VARIABLES These are the things we control; we can change them PARENT SUPPORT TEACHER EXCELLENCE STUDENT COMMITMENT INSTRUCTIONAL QUALITY SCHOOL LEADERSHIP RESOURCE MANAGEMENT SCHOOL SAFETY BEHAVIOR SUPPORT

Which are More Important? Conditions Outside the Classroom (Mostly things we cant change: UNALTERABLE) Conditions Inside the Classroom (Things under our control: ALTERABLE)

Participating Schools Two Utah School Districts District 1 High SES 24 Elementary Schools 6,564 respondents Higher SES Homogeneous Mostly White/English as primary Language Stable Well connected to community organizations District 2 Low SES 15 Elementary Schools 3,322 respondents Lower SES Heterogeneous Mixed ethnicity/Mixed primary language Mobile

ElementsItems Clear Behavioral Expectations Are you often confused about how to behave at school? Building Skills Social Do you have lots of friends? Academic Do you read a lot? Rewards & Recognition Does your teacher often say you are doing good work? Positive Relationships Does your teacher care about you? The Four Conditions for Learning

Percent of Students Amount of Support Universal SupportGroup SupportIndividual Support Continuum of Scope and Intensity of Instructional & Positive Behavior Support 76% 15% 9% Primary Prevention Secondary Prevention Tertiary Prevention 0-1 Office Referral 2-5 Referrals 6+ Referrals

Signal Analysis 5 point scale Strongly Disagree to Strongly Agree Exemplary (purple) 80% or more Strongly Agree Superior (green) 80% or more Agree or Strongly Agree or 50% or more Strongly Agree Typical (amber) Default Opportunity to Improve (red) 20% or more Disagree or Strongly Disagree 3 point scale Disagree to Agree Exemplary (purple) 80% or more Agree Superior (green) 50% or more Agree Typical (amber) Default Opportunity to Improve (red) 20% or more Disagree

Perceptions of School Quality by the Number of the Conditions for Learning Present High SES/Low Risk District 43210 My parents help me with school My parents know what happens to me at school My teachers care about me My teachers enjoy teaching I behave well in class I like to learn My principal cares about me My principal helps me behave well I like my school My teachers help me work hard I use computers often at school I like my schoolbooks and handouts I feel safe at school I feel safe coming to school and going home

Perceptions of School Quality by the Number of the Conditions for Learning Present High SES/Low Risk District 43210 3,124 50.9% My parents help me with school My parents know what happens to me at school My teachers care about me My teachers enjoy teaching I behave well in class I like to learn My principal cares about me My principal helps me behave well I like my school My teachers help me work hard I use computers often at school I like my schoolbooks and handouts I feel safe at school I feel safe coming to school and going home

Perceptions of School Quality by the Number of the Conditions for Learning Present High SES/Low Risk District 43210 3,124 50.9% 1,914 31.2% My parents help me with school My parents know what happens to me at school My teachers care about me My teachers enjoy teaching I behave well in class I like to learn My principal cares about me My principal helps me behave well I like my school My teachers help me work hard I use computers often at school I like my schoolbooks and handouts I feel safe at school I feel safe coming to school and going home

Perceptions of School Quality by the Number of the Conditions for Learning Present High SES/Low Risk District 43210 3,124 50.9% 1,914 31.2% 778 12.7% My parents help me with school My parents know what happens to me at school My teachers care about me My teachers enjoy teaching I behave well in class I like to learn My principal cares about me My principal helps me behave well I like my school My teachers help me work hard I use computers often at school I like my schoolbooks and handouts I feel safe at school I feel safe coming to school and going home

Perceptions of School Quality by the Number of the Conditions for Learning Present High SES/Low Risk District 43210 3,124 50.9% 1,914 31.2% 778 12.7% 274 4.5% My parents help me with school My parents know what happens to me at school My teachers care about me My teachers enjoy teaching I behave well in class I like to learn My principal cares about me My principal helps me behave well I like my school My teachers help me work hard I use computers often at school I like my schoolbooks and handouts I feel safe at school I feel safe coming to school and going home

Perceptions of School Quality by the Number of the Conditions for Learning Present High SES/Low Risk District 43210 3,124 50.9% 1,914 31.2% 778 12.7% 274 4.5% 49 0.8% My parents help me with school My parents know what happens to me at school My teachers care about me My teachers enjoy teaching I behave well in class I like to learn My principal cares about me My principal helps me behave well I like my school My teachers help me work hard I use computers often at school I like my schoolbooks and handouts I feel safe at school I feel safe coming to school and going home

Perceptions of School Quality by the Number of the Conditions for Learning Present Low SES/High Risk District 43210 1,206 41.3% 1,004 34.0% 552 17.9% 167 5.7% 22 0.8% My parents help me with school My parents know what happens to me at school My teachers care about me My teachers enjoy teaching I behave well in class I like to learn My principal cares about me My principal helps me behave well I like my school My teachers help me work hard I use computers often at school I like my schoolbooks and handouts I feel safe at school I feel safe coming to school and going home

Perceptions of School Quality by the Number of the Conditions for Learning Present Low SES/High Risk Schools 43210 559 36.1% 575 37.1% 304 19.6% 95 6.1% 15 1.0% My parents help me with school My parents know what happens to me at school My teachers care about me My teachers enjoy teaching I behave well in class I like to learn My principal cares about me My principal helps me behave well I like my school My teachers help me work hard I use computers often at school I like my schoolbooks and handouts I feel safe at school I feel safe coming to school and going home

Percent of Students Amount of Support Universal SupportGroup SupportIndividual Support From Low-Risk to High Risk Schools and Districts, The Distribution of the Conditions for Learning Determines Level of Support 73-79% 3-4 Conditions 13-20% 2 Conditions 5-7% 0-1 Condition Primary Prevention Secondary Prevention Tertiary Prevention

What Is Another Way of Expressing the Importance of These Conditions for Learning on Critical School Outcomes?

Conditions for Learning Predict Academic Achievement 127 Elementary and 27 High Schools in Utah All Four Conditions Present Elementary Students Average Daily Attendance r =.51 Proficiency in CRT Language Arts r =.80 Proficiency in CRT Math r =.79 Proficiency in CRT Science r =.76 Secondary Students Average Daily Attendance r =.21 Proficiency in CRT Language Arts r =.48 Proficiency in CRT Math r =.64 Proficiency in CRT Science r =.62

What Do These Statistics Tell Us? Approximately two-thirds (2/3) of the variance of academic achievement scores is explained or determined by the combination of these four variables: A relationship with a trusted adult in school Clear expectations for performance Opportunities to build and use fundamental social and academic skills Rewards and recognitions for efforts to meet expectations

Effective Instruction and Behavior Management Create the Conditions that Lead to Learning and Behavior Improvement

How Important Are These Conditions Compared to? For 126 Utah elementary schools, we examined how Community Risk Factors (socioeconomic levels, mobility, family and community disorganization, etc.) School and Teacher Attributes (teacher qualifications, school leadership, resources, etc.) Conditions for Learning (Four Crucial Teaching Behaviors) predicted language arts proficiency (% of students at levels 3 or 4)

FINDINGS RISK (Socioeconomic Factors) + Teacher and School Attributes + the Conditions for Learning (CFL) account for 74% of the variance of language arts test scores CFL accounted for 4 times as much unique variance as RISK (SES, etc.). CFL accounted for 5 times as much as PARENT SUPPORT.

FINDINGS (Continued) CFL accounted for 15 times as much unique variance as TEACHER QUALIFICATIONS. CFL accounted for 37 times as much as SCHOOL LEADERSHIP. CFL accounted for 60 times as much as SCHOOL RESOURCES.

Academic Achievement Unknown Four Elements of Effective Instruction Risk (Resiliency) Parent Support Teacher Qualifications School Leadership Resources How Variables Account for Variance 74% from the School Learning Environment, Risk (SES), AND the Four Conditions for Learning

Academic Achievement 74% Unknown 29% Four Conditions for Learning 64% Risk (Resiliency) Parent Support Teacher Qualifications School Leadership Resources How Variables Account for Variance

But, How Many Teachers and School Leaders Know About These Relationships? The methods of effective instruction that create the Conditions for Learning are largely ignored in teacher education programs, and, at best, are mentioned only as tools or strategies, not as fundamental characteristics of all effective instructional programs.

Socio- Economic Status Conditions for Learning Overlap (Shared) Unexplained 47% 64% 39% 29% 24% 7% Variance Explained Percent of Academic Achievement Accounted for by Language Arts Proficiency (Academic Achievement)

Students of Today (Tomorrow?) Will the same teacher or teaching strategy be equally effective with each student?

What About the Achievement Gap? Can an understanding of the Conditions for Learning help to explain it?

Conditions for Learning Explain Achievement Gap Elementary Students African American American Indian Asian/Pac Islander HispanicWhite District ISQ Datan=224n=382n=100n=1,465n=2,440 Clear Expectations (%)5761717081 Building Skills (%) Social Skills (%)75818682 Academic Skills (%)7367777079 Rewards & Recognition (%)8183878485 Trusting Relationships (%)8278878085 All Four (%)2529473648 District Test Datan=167n=341n=115n=2,662n=4,576 Language Arts Proficiency (%)6034835175 Math Proficiency (%)4041764374 State Test Datan=3,253n=3,171n=7,283n=32,875 n=189,650 Language Arts Proficiency (%)6255785884 Math Proficiency (%)5655765682 The groups with the highest percentage of the ALL FOUR CONDITIONS also had the highest test scores

Conditions for Learning Explain Achievement Gap Secondary Students African American American Indian Asian/Pac Islander HispanicWhite District ISQ Datan=156n=258n=109n=986n=2,566 Clear Expectations (%)6162757177 Building Skills (%) Social Skills (%)8679768584 Academic Skills (%)7560746778 Rewards & Recognition (%)5262566063 Trusting Relationships (%)6367687279 All Four (%)2423242837 District Test Datan=16n=13n=17n=282n=412 Language Arts Proficiency (%)5654925378 Math Proficiency (%)47--2955 State Test Datan=3,253n=3,171n=7,283n=32,875 n=189,650 Language Arts Proficiency (%)7064828489 Math Proficiency (%)3734493255

The presence of these conditions for learning predicts academic achievement independent of economic risk As more conditions for learning are available to students, the higher their test scores and the more likely they will attend school These conditions do explain the achievement gap and indicate where to intervene Again, make these conditions a priority and everything about the school improves So?

Can These Four Conditions Explain Performance for Other Groups Beyond Students? How do the four Conditions for Learning pertain to Teachers, and Parents?

Facilitative School Leadership Professional Learning Communities School Community Councils Data 1.Data Collection and Summary 2.Data Interpretation and Analysis 3.Prioritization and Planning 4.Documentation and Dissemination

Learning and other Critical Outcomes Transform the Three Circles of Learning Communities Into Three Concentric Circles Where the Conditions for Learning are Found

Learning and Other Critical Outcomes We can create the Conditions for Learning, Teaching, and Community Support Within each Circle of Experience Student, Teacher, or Parent IMPACT

DomainParentTeacher Elementary Student Secondary Student Clear Expectations Do you know what the school expects of you as a partner in your childs education? Are faculty and staff meetings generally productive? Are you often confused about how to behave at school? Are you frequently confused about what is expected of you at school? Trusting Relationships Are you comfortable speaking to your childs teacher about your childs problems? Does your principal regularly invest in your success? Does your teacher care about you? Is there an adult at school whom you trust to ask for help? Building Social Skills Is your child often bullied or teased? Do you have any students who persistently disrupt class? Do you have lots of friends? Do you make friends easily? Building Academic Skills Are you provided with frequent and practical feedback on your childs schoolwork? Do you have any students who cannot learn? Do you read a lot?Do you do well on tests and assignments? Rewards & Recognition Was your last interaction with the school positive? Are you recognized enough for doing good work? Does your teacher often say you are doing good work? Are you recognized enough for your efforts to succeed? The Conditions for Parent Support, Professional Behavior Support, and Learning

For Too Many Students, Learning Opportunities are Simply NOT Available UNPREPARED

Creating the Conditions for Learning is the Key to Unlocking Opportunities for Learning Conditions for Learning

Making Learning Accessible to All

So Make the four conditions for learning a priority and everything about the school improves

We know how to build better schools Lets be about the business of doing it!

For a Copy of the Presentation: [email protected]

Documents

Project LEARN/CLASS Research: Maximizing Resources, Maximizing Impact Kimilee Campbell, Cade Charlton, Richard West Center for the School of the Future