Conditions for Learning: Promoting Social, Emotional and Academic Growth in N and D Programs Thursday, August 23 rd, 2007 David Osher, NDTAC

Outline 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 Should N & D Coordinators be 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 Contradiction that Many of You Face

Resolving the Dilemma: Addressing the Reciprocity Between Learning & Behavior Improved Learning Improved: Social & Emotional Capacity, Behavior, Mental Wellness

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

Bottom 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 : Individual and Social Assets Provide Support

What Affects Learning Outcomes? Capacity For Learning SEL Conditions For Learning Capacity For Teaching Conditions For Teaching

Capacity 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 Learning & Development Nakkula, M. J., & Toshalis, E. (2006). Understanding youth: Adolescent development for educators. Cambridge: Harvard Education Press. support challenge ZPD (frustration) (boredom)

Student Social Support*: Relationship to Average Gains in Reading and Math Achievement in Chicago: 6 th and 8 th Graders One-Year Achievement Gains In Grade Equivalents Level of Student Social Support Lee, Smith, Perry, & Smylie. (1999) School Research, Social Support Academic Press, & Student Achievement *Personal Relations Student Has Individuals Who Can Help Them Do Well in School

Biggest Math Gains in Schools that Combine High Levels of Student Social Support and School Academic Press* Lee, et al. (1999) School Research, Social Support Academic Press, & Student Achievement *Extent that school members experience strong emphasis on academic standards and success One-Year Achievement Gains in Grade Equivalents

Biggest Reading Gains in Schools that Combine High Levels of Student Social Support and School Academic Press Lee, et al. (1999) School Research, Social Support Academic Press, & Student Achievement One-Year Achievement Gains in Grade Equivalents

New Findings: Alaska State-wide School-Climate 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 Learning 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 culturally competent Responsible and persistent Cooperative team players Contribute to school and community Physically safe Emotionally and socially safe Treated fairly and equitably Avoid risky behaviors School is safe and orderly High expectations Strong personal motivation School is connected to life goals Rigorous academic opportunities

Efficacy 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?

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

Address Fundamental Needs of Children, Youth, & Adults Connection/Attachment Trust Care Respect & Being Valued Social & Emotional Skills & Development Positive Behavioral Approaches & Supports Engagement Motivation Competence Learning Support

The Promise

The Power of the Peer Group

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

What does the research say?

Research 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 Academic 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 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 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 behaviors 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 SEL 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 & 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 Intervene

Think Pyramid, Not Triangle

All Students Relational Discipline Mentoring Character Education Service Learning COMP PBIS Mastery Learning Cooperative Learning Culturally Competent Curricular

Students Who Are at Particular Risk Check & Connect ALAS Emotional Support & Encouragement Think Time Positive Adolescent Choice Training (PACT) Functional Assessment Curriculum Based Assessment Tutoring Scaffold Skill Development & Feedback

Students With Intensive Needs Intensive Mentoring Cognitive Behavioral Approaches & Therapies Medication Management MST Wraparound Turnaround For Children Systems of Care Assistive Technology Intensive Tutoring Reference 5

ALAS: Achievement for Latino’s through Academic Success Recognition Ceremonies & Outings Connections Support for Parent Engagement Problem Solving Skills Parent Training Access to Community Services Intensive Attendance Monitoring Daily Parent Contact Frequent Teacher Feedback

What can you do?

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: 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: 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 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 Performance Conditions +CapacitiesBehaviors 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

More Learning Improved Behavior Enhanced Academic Skills Sense of Self as Learner More Learning Improved 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 Greater Attachment, Engagement, & Commitment to Learning Greater Attachment, Engagement, & Commitment to Learning Less Risky Behavior, More Assets, & Positive Development Less Risky Behavior, More Assets, & Positive Development Better Academic Performance Improved Transitions Better Academic Performance Improved Transitions Effective Instruction Behavioral Support & Opportunities To Learn Effective Instruction Behavioral Support & Opportunities To Learn Safe, Caring, Supportive Participatory Engaging Learning Environments Safe, Caring, Supportive Participatory Engaging 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: Materials

Resources 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.