Building Safe and Supportive Schools: Measuring and Promoting Conditions for Learning and School SuccessDavid Osher

Bottom Line: Key Components of Safe & Successful Schools Academic Press Support For Students And Faculty To Meet High

Academic And Behavioral Standards Strong Conditions For Learning And Teaching Relational Trust Sense Of Efficacy & Accountability For All

Students Effective Collaboration & Coordination Between

And Among All Stakeholders Continuous Quality Improvement (A “Problem

Solving Approach”) 3-level Approach To Promotion, Prevention And

Intervention

What Affects Learning Outcomes?

Teaching Learning

Enhanced Capacity to Realize Better

Outcomes

Com

pete

ncie

s

Conditions

Community

School

FamilyTeachersFriends

Classroom

Student

Where to Intervene?

Schools as Risk & Protective Factors in the Lives of Students

Students who are At Risk are particularly susceptible to:

Low Teacher Efficacy

Low Teacher Support

Negative Peer Relationships

Chaotic Environments

Poor Instructional And Behavioral Practices

Work at Three Levels

Provide Individualized Intensive Supports

Provide coordinated, intensive, sustained, culturally competent, individualized, child- and family- driven and focused services and

supports that address needs while building assets.

Intervene Early & Provide Focused

Youth Development

ActivitiesImplement strategies and

provide supports that address risk factors and

build protective factors for students at risk for severe

academic or behavioral difficulties.

Build a Schoolwide FoundationUniversal prevention and youth development

approaches, caring school climate, positive and proactive approach to discipline, personalized instruction, cultural

competence, and strong family involvement.

School as a Risk Factor

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

Example of School Effects: Impact of 1st Grade Teachers on Seventh Grade School Outcomes?

2.7

58.7

0

10

20

30

40

50

60

Odds ratio

Well-managedstandard classroomChaotic standardclassroom

The Impact of First Grade Teacher Capacity on 7th Grade Behavior(Kellam, Ling, Merisca, Brown, & Ialongo, 1998)

School Effects: Other Examples

School Context Accounted For Much Or More Of The Variation Of Middle School Student’s Experience Of Emotional Distress Than Family Context (Resnick Et Al. 1997)

Teacher Support, Not Parents, Had The Greatest Impact On School And Class Interest (Wentzel, 1998)

School as a Protective Factor and as a Resilient Context

Connection Academic Success Supported Transitions Positive Relationships With

Adults And Peers Caring Interactions Social Emotional Learning Positive Interactions With Pro-

social (Not, Anti-social) Peers Stability Positive Approaches To

Disciplinary Infractions & Services And Supports

PATHS Universal Intervention End of First Grade (1 Year of Intervention)

Series1

-.10

-.09

-.08

-.07

-.06

-.05

-.04

-.03

-.02

-.01

.00

Peer Rating of Aggression

Intervention

Clas

sroo

m m

ean

z-sc

ore

Children Who Receive PATHS Rate Their Classmates As Significantly Less Aggressive Than Do Children In Randomized Comparison Classes

Fast Track Study – 378 Classrooms – 6715 children

CPPRG, 1999 – Journal of Consulting and Clinical Psychology

All Universal Interventions

The Logic of Universal Intervention Cannot Identify All Who Are At Risk Children Affect Each Other No Stigma No Self-fulfilling Prophecies No Homogenous Grouping Per Child Cost Is Less Provides A Foundation

Conditions for Learning

Safety

• Physically safe• Emotionally safe

• Low Risk Environments

Support , Care, & Connection

• Meaningful connection to adults• Experience of Care & Respect

• Strong bonds to school family & other community institutions• Positive peer relationships

• Effective and available support

Challenge & Engagement

• High expectations• Educational opportunities are

connected to life goals• Strong personal motivation

Engagement • Robust opportunities to learn

Individual & Peer Social Emotional

Competency

• Understand& Manage Emotions & Relationships• Pro-social Values

• Good decision making

Osher et al., 2008

Safety and Statewide Tests

School Safety Challenge0.00

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0.35

Writing Math Reading Science

Cor

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Bet

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Test

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ondi

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for L

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(Chi

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Social and Emotional Conditions for Being Off Track

School Safety Challenge Student Support240

260

280

300

320

Off Track On Track

Mea

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Why Are Conditions for Learning Important?

Maximizing the amount of time that students really attend to learning– E.g., working memory (Davidson, 2002)

Maximizing the opportunity for the teacher to:– Concentrate and differentiate– Teach in the Zone of Proximal Development

(Vygotsky, 1978) Personalizing instruction Scaffolding learning and support

Connection Attachment

Trust Care

Respect

Social EmotionalLearning & Support

Positive Behavioral Approaches & Supports

Learning Supports Effective Pedagogy

Engagement Motivation

Supporting Conditions for Learning

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Safety Support Challenge SEL

All

Some

Few

Conditions for Learning & Teaching Matrixfor Needs Assessment, Asset Mapping, & Planning

K-2 3-5 6-8

Off Track

On Track

On Track to Thrive

Say Yes to Education/AIR Monitoring System

13-16

9-12Pre-K

Safe and Respectful Climate

Physical Safety Little Or No Fighting, Bullying, Crime, Gang

Presence, Or Substance Abuse

Safe and Respectful Climate

Emotional Safety Climate Of Mutual

Respect And Trust Students Comfortable

Taking Personal And Academic Risks

Middle School is the Worst Period

42.9

Source: Indicators of School Crime and Safety, 2008; Kevin Jennings

Common response to Behavioral Problems

Pay more attention to problem behavior Reduce Opportunities for Engagement

– E.g. wait time Increase Monitoring and Supervision Restate rules & sanctions Refer disruptive students to office Suspend Expel

The “Racial Safety Gap” at SchoolPercentage of students responding “Neutral” or “No” to the question:

“Do you feel safe at school?”

Source: Springs, Iannotti, Nansel and Haynie 2007; Kevin Jennings

The Racial Discipline Disparity: Disproportionality in Suspension Rates

4.8

1515

14

6.56 6.8

4.9 4.8

0

2

4

6

8

10

12

14

16

2002 2004 2006

Perc

ent o

f stu

dent

s Black

Hispanic

White

Asians/PactificIslander

AmericanIndian/AlaskaNative

SOURCE: U.S. Department of Education, Office for Civil Rights,

Civil Rights Data Collection, 2002, 2004, and 2006. Anne Gregory

Implications of Council of State Governments Texas Discipline Study (http://justicecenter.csg.org/resources/juveniles)

Nearly 60 % suspended or expelled once in middle or high schools

~15 percent were suspended or expelled 11 times or more

Only three percent of the disciplinary actions were for conduct in which state law mandated suspensions and expulsions

The rest were made at the discretion of school officials primarily in response to violations of local schools’ conduct codes.

Implications of Council of State Governments Texas Discipline Study (http://justicecenter.csg.org/resources/juveniles)

African-American students and those with EBD were disproportionately disciplined for discretionary actions.

Schools that had similar characteristics, including the racial composition and economic status of the student body, varied greatly in how frequently they suspended or expelled students.

Schools that had similar characteristics, including the racial composition and economic status of the student body, varied greatly in how frequently they suspended or expelled students.

Does punishment “work”?

Sanctions such as office referrals or suspensions may appear to “work” in the short term– Removes student– Provides relief to teachers or

administrators

Problems with Overreliance on Punishment

Detrimental effects on teacher-student relations

Modeling: undesirable problem solving Reduced motivation to maintain self-control Generates student anger May result in more problems (Mayer, 1991)

Truancy, dropout, vandalism, aggression

Does not teach: Weakens academic achievement

Limited long term effect on behavior

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How Can We

– Help students accept responsibility?

– Place high value on academic engagement and achievement?

– Teach alternative ways to behave?

– Focus on restoring the environment and social relationships in the school?

Approaches that Appear to Work in Particular Contexts

Academic Engagement Positive Behavioral Supports Community Building Approaches Social Emotional Learning Restorative Justice Some Combination of the Above

Important Ingredients

Cultural and Linguistic Competency Developmentally Appropriate Youth Voice and Youth Drivineness Ecological Data Informed Quality of Support and Implementation

Foundation

PBIS & SEL

Example: School Wide PBS

Can in appropriate situations:– Reduce problem behavior– Increase academic performance– Improve perception of school

safety– Reduce teacher stress

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Experimental Studies of SEL Programs

PATHS

– Increased self-control, use of social problem-solving & conflict resolution, decreased conduct problems

Second Step

– Decreased antisocial behavior, resulted in fewer negative behaviors in the classroom, lunchroom, and playground

Steps to Respect

– Reduced acceptance of bullying, promoted responsibility to help others with bullying problems, more positive social interactions (did not actually reduce bullying overall)

Caring School Communities (formerly the Child Development Project)

– Promoted social problem-solving and conflict resolution, democratic values, consideration of others’ needs, and sense of community. Increased spontaneous prosocial behavior and supportive, friendly and helpful behavior; reduced drug and alcohol use

Combining SEL and SW PBS (PBIS & Second Step)

Academics

Implementation Support Systems

-Fidelity-Funding

-Teacher Wellbeing

Prevention/SEL

Behavior Management

Social &

Emotional Skills

Social Emotional Learning

Understand and Manage Emotions

Understand and Manage Relationships

Make Responsible Decisions

Social and Emotional Learning Work Well With Others Cooperate As Team Players

Social and Emotional Learning Solve Problems With Persistence And Creativity Set And Work Toward Goals Make Responsible Decisions In Academic And

Social Settings Recognize And Manage Emotions

0

5

10

15

20

25

Little Books: Reading

Achievement

Everyday Mathematics: Math

Achievement

SEL Programs Academic

Performance

SEL Programs Social Emotional Skills

12

611

23

Comparing What Works Clearing House Improvement Indices for 2 Evidence-based Reading and Math Programs with the Aggregate Improvement Index for all interventions in the

CASEL Meta-Analysis of 207 SEL Programs

Student Support Teachers Establish A Connection With Students Teachers Provide Extra Help When Students Are

Having Trouble Understanding Material Teachers Engage Students In The Learning

Process

Headlines from One Comprehensive Review of “Students Need for Belonging in the School Community (Osterman, Review of Educational Research, 2000)

Positive Relationships With Staff And Peers Associated With: – Intrinsic Motivation– Accept Others Authority While Developing A Strong

Sense Of Identity– Experience Autonomy– Accept Responsibility To Regulate Their Own

Emotions Experience Of Acceptance Associated With:

– Positive Orientation To School, Class Work, & Teachers

Dropouts Feel Estranged From Teachers And Peers Belonging ->Engagement ->Achievement

Some More 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)

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)

Students for Feel Connected are: Less Likely To Use Alcohol Or Substances Experience Less Emotional Distress Attempt Suicide Less Engage In Less Deviant And Violent

Behavior School Connectedness The Only

School-related Variable That Was Protective For Every Single Outcome

National Longitudinal Study of Adolescent Health (ADD Health)

Scatter plot: Support (f) Size

150010005000

Enrollment__06_07_

2.60

2.50

2.40

2.30

2.20

2.10

Soci

al_S

uppo

rt__

07_0

8_

Whitney Young School

SuccessTech Academy School

South High School

Option Complex HS

Max S Hayes HS

Martin Luther King Jr HS

Lincoln-West HS

John Marshall HS

John Hay Campus HS

John F Kennedy HS

John Adams HS

Jane Addams Business Careers HS

James Ford Rhodes HS

Glenville HS

East Technical HS

East HS Collinwood HS

Cleveland School Of The Arts HS

Carl F Shuler School

R Sq Linear = 0.239

Emotional Safety (f) Enrollment

150010005000

Enrollment__06_07_

2.90

2.80

2.70

2.60

2.50

2.40

2.30

2.20

Emot

iona

l_Sa

fety

__07

_08_

Whitney Young School

SuccessTech Academy School

South High School

Option Complex HS

Max S Hayes HS

Martin Luther King Jr HS

Lincoln-West HS

John Marshall HS

John Hay Campus HS

John F Kennedy HS

John Adams HS

Jane Addams Business Careers HS

James Ford Rhodes HS

Glenville HS

Garrett Morgan Schl Of Science MS

East Technical HS

East HS

Collinwood HS

Cleveland School Of The Arts HS

Carl F Shuler School

R Sq Linear = 0.319

Programs that Develop and Support Relationships

Caring School Communities Responsive Classroom Open Circle Tribes

Foundation

Appropriate & Engaging Curricula, Teaching,

Learning Environments

Academic Challenge

School Courses And Lessons Are Challenging To Students

School Staff Provide Academic Support To All Students

Actions for Learning and Teaching Supports

Students Formative

assessment; progress monitoring; curriculum-based assessment

Service learning Experiential learning Class Wide Peer

Tutoring

Teachers Focused

professional development

Administrative support for teacher learning communities

Consultation and mentoring

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Academic Challenge Students Are Expected To Work Hard To Learn Students Are Interested In What They Are

Learning Students Are Not Bored By Their Classes

StudentsConditions Capacities Behaviors

• Connections, belonging, caring, and respect

• Social emotional learning

• Emotional and physical safety

• Positive behavioral supports

• Academic motivation, engagement, and support

• Cultural and linguistic responsiveness

• Care for others and develop positive relationships

• Manage their emotions and relationships

• Embrace opportunities for learning

• Be academically competent

• Take responsibility for their learning, attend and participate in class, and complete assignments

• Exhibit conduct appropriate for school (emotionally intelligent and culturally competent)

• Persist through academic and social challenges

• Perform to their academic ability, complete school, and continue their education

• Be socially responsible and contribute to their schools and community

FamiliesConditions Capacities Behaviors

•Welcoming culturally competent school•Respect•Value as an expert on their children•Safety and trust•Accurate, helpful, and timely information about their children and the school•Opportunities for learning and personnel growth•Support to participate in school functions and activities

•Collaborate with teachers•Understand the culture of the school and its expectations•Know their rights and responsibilities•Speak and/or write fluently in English or another language•Value education and learning and have high expectations for their children

•Meaningfully participate in meetings•Attend and support school functions•Support their child’s learning at home•Communicate effectively with teachers and school staff•Encourage their child to excel academically and have high aspirations for their future

TeachersConditions Capacities Behaviors

• 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

Building & System AdministratorsConditions Capacities Behaviors

• Community and school board support

• Access to coaching• Authority to manage

school budget• Authority to hire and

fire teachers and staff

• Accountable to community, families, teachers, students, and staff

• Safety to experiment (within reasonable limits)

• Sufficient time to realize change

•Believe schools can be successful for all students •Reliability and consistency•Make expectations clear•Lead with vision, focus, and emotional intelligence•Provide positive support•Facilitate collaboration•Establish mutual accountability•Cultural competence•Analytical thinking

• Create a collaborative culture that leaves no child behind

• Provide strategic leadership in the school and community

• Create a “problem solving culture”

• Support professional learning and provide constructive feedback to staff

• Demonstrate empathy and respect for students, staff, and families

• Respect and respond to the cultures of the school and community

SUMMARY:Conditions for a Positive School Environment

Challenging and engaging curriculum SEL concepts intentionally infused

throughout the regular academic curriculum Active and experiential learning Opportunities for participation,

collaboration, and service Safe, supportive learning community with

respectful relationships and trust Involvement of families and surrounding

community

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

David Osher

Need Regular Measurement/Monitoring of Youth Development and of School and Community Safety