Wednesday, September 19, 2007 David Osher Measuring Conditions for Learning

Friedman, 2007 Using Data & Indicators To Promote Change

Indicators that matter All Indicators are not created equal What are the levers for change What are the outcomes that matter What outcomes support collaboration The problem of too many indicators Drowning in data Data versus information What is actionable The problem of not having the right indicators

What to assess What gets assessed gets addressed, so there must be practical, efficient ways for schools to address these factors

On Track to Thrive On Track Off Track What’s your standard & What do you base it on?

What factors affects learning and development Health Physical and mental Academic Quality of Instruction Quality of Curricula Opportunities to learn Social Social Relationships E.g., Family-School Behavioral Social-Emotional

Organizational Experience of Safety Social Emotional Capacity Authentic Challenge Caring Connection & Support Appropriate Pedagogies & Curricula Differentiated Instruction Learning Environment Opportunities To Learn Cultural Competence Organizational Efficacy Instructional Leadership Conditions for Learning Health Mental Health Physical Health Social & Emotional Pedagogical

Why Should You 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 Low Hanging Fruit that can affect other outcomes

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

Why Are Conditions For Learning Important – the Social Context of Learning Zone of Proximal Development (Vygotsky) personalization differentiated instruction scaffolding

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)

Why Are Conditions For Learning Important? The Neurochemistry and Neurobiology of Learning attending concentrating memorizing

What happens if the learner (or teacher) is angry, anxious, depressed, fearful, frustrated, upset, traumatized, worried, sad, otherwise distressed? lacks the skills and neuronal networks to handle emotional arousal?

SupportSafety Social Responsibility Challenge All Some Few A Differentiated Approach to Student Support and Conditions for Learning.

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.