1. Measuring Conditions for Learning and Healthy Development Prepared for the International Conference on Educational Monitoring and Evaluation Paris, France November 14, 2012 David Osher, Ph.D. Vice President American Institutes for Research, AIR Institute Fellow, and Co-Director, Human and Social Development Program October 18, 2012

2. There are School Effects on Well Being  Important social field for development  Promotion of well being and resilience  Prevention and mitigation of emotional, behavioral, and mental disorders  Particularly important for those students who have experienced adversity  trauma  disability, discrimination, cultural marginalization, and community risk factors such as environmental toxicities (e.g. lead) and violence

3. Four sets of factors appear to be critical to the school’s promotion of well being  The experience of  physical and emotional safety  experience of connectedness and support  experience of challenge  Peer and adult social and emotional competency and behavior  These 4 function as conditions for  Learning  Healthy development  Well Being

4. School as a Protective Factor and as a Context that Supports Resilience  Connection  Academic Success  Supported Transitions  Positive Relationships With Adults And Peers  Caring Interactions  Social Emotional Learning  Stability  Positive Approaches To Disciplinary Infractions &  Appropriate Supports

5. School as a Risk Factor for Well Being  Alienation  Academic Frustration  Chaotic Transitions  Negative Relationships With Adults And Peers  Teasing, Bullying, Gangs  Poor Adult Role Modeling  Segregation With Antisocial Peers  School-driven Mobility &  Harsh Discipline, Suspension, Expulsion, Push Out/Drop Out

6. How Do We Build Conditions for Learning, Healthy Development, & Well Being  What gets assessed gets addressed  Addressing the challenge of motivating and focusing behavior at the point of implementation  Principals  Teachers 6

7. Using Data On School Climate and the Conditions For Learning  School Climate and the Conditions for Learning can be measured  Efficiently  In a psychometrically valid manner  Data from measurements can be used for:  Progress monitoring and continuous improvement,  Leading indicators of school change,  Accountability and public transparency.

8. The Importance of Capturing Student Perceptions  Importance of capturing, subjective perceptions of students  It can be done in an intentional, reliable, and valid manner

9. Measuring CFL & Student Well Being Is Necessary, But Not Sufficient to Produce Excellence  Practicality-- Must be:  Efficient  Actionable  Utility –Produce changes in:  Practice  Support of practice  Policy

10. Examples From US: Federal Government to Improve Well Being & Conditions for Learning  Safe and Supportive Schools Program (US ED)  Over 30 states applied  11 awards  Climate Surveys  National Center for Safe and Supportive Learning Environments ( US ED and HHS, SAMHSA)  Expansion of Original Center  Teacher Quality Center  Race to the Top and School Improvement Grants  Starting to Address Climate in School Turnaround

11. Safe and Supportive Schools Website http://safesupportiveschools.ed.gov Page  11

12. U.S. Examples: States and Cities  States  Alaska School Climate Survey  Illinois Social Emotional Learning Standards  Massachusetts Race to the Top Wraparound Zones  Cites  Chicago  Scorecard  Role in Indemnifying need for SEL  New York City Stakeholder Survey  Cleveland : Needs Assessment, Accountability and Progress Monitoring  Say Yes to Education City Dashboards

17. Student Connection Toolkit  School resource  Customized information  Criteria for listing programs  Availability to all schools  Capacity to support  Researched based  Alignment to strategies  CPS tested

21. 21 The Cleveland Metropolitan School District Model for Improved Academic Achievement & Progress Monitoring 3 times/ Year “The Primary Goal of the Cleveland Metropolitan School District is to become a premier school district in the United States of America.”

22. Examples of Using Data For Cross National Comparison: UNICEF Global Evaluation

23. Fragmented, Quick, And Incomplete Measurement Can Yield Partial And Distorted Views Of Reality