Transcript Introduction to Learning Supports (Supporting the Learning

Improving Student Achievement:
Learning Supports
Common Agency Learning Session
August 16, 2005
Grant Wood Area Education Agency
Learning Supports
Planning Committee
Julie Barnd, School Social Worker
Roxann Dittmer, Early Access Specialist
Katie Goddard, School Social Worker
Daryl Hanneman, School Psychologist
Trish Schultz, School Social Worker
Anne Taylor, School Improvement Consultant
Denese Toomey, School Social Worker
2
Goals for this Session
To become acquainted with the concept of
Learning Supports
To develop an interest in learning more about
Learning Supports
To plan how we may each contribute to
Learning Supports
To develop a common vocabulary pertaining to
Learning Supports
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We plan to...
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Describe Learning Supports services
Identify barriers to learning
Discuss some pertinent GWAEA data
Discuss internal vs. external LEA data
Discuss the relationship between Learning Supports
and:
– Instructional Decision Making (IDM)
– Iowa Professional Development Model (IPDM)
• Discuss the research base for Learning Supports
4
Additional Learning Supports
Information is Available on the
GWAEA Website:
• Go to GWAEA homepage
• Click on:
– Curriculum, Instruction, & Assessment
– Learning Supports
5
The Vision
For every student in every school and community
in Iowa to achieve at high levels requires that
school districts, in collaboration with their
community partners, develop a comprehensive,
cohesive approach to delivery of learning
supports that is an integral part of their school
improvement efforts.
6
Point
Change is necessary
to ensure
that all children
have an equal opportunity
to succeed
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The Iowa Department of Education...
 Provides support for the academic development
of students
 Also has a history of providing support for the
social, emotional, and behavioral development
of students, including:
• The Iowa Behavioral Initiative, 1993 -1998
• Success4, 1998 - 2003
• Learning Supports, Spring, 2004 - present
8
Additional Background Information
• Iowa Collaboration for Youth Development
(ICYD), 2004 – present
– A state-wide interagency partnership designed to
better align policies and programs for youthrelated issues. Includes:
•
•
•
•
•
•
Governor’s office
Iowa Department of Public Health
Iowa Department of Education
Iowa Department of Human Services
Iowa Department of Workforce Development
Iowa Department of Criminal & Juvenile Justice
9
Additional Background Information
• Federal and state mandates such as No Child Left
Behind, the Iowa Accountability Plan, etc. require
that all students succeed in school.
• Since 2003, a great deal of effort has been
focused on academic areas such as math,
reading, and science.
• Beginning this fall, there will be increased efforts
to design and implement comprehensive systems
of Learning Supports (supports for the learning
environment).
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Iowa Department of Education
Timeline
• Phase One, Design: 2003 - 2004
– Concept paper
– Multi-agency planning
• Phase Two, Early Implementation: 2005 - 2006
– AEA capacity building
– Field testing in selected sites
– Communication and mobilization (commitment
building)
• Phase Three, Scaling Up: 2007 and beyond...
– From field test to statewide implementation 11
Learning Supports are not:
– An initiative
– Attached to a distribution of funds
Learning Supports are:
– A means of strengthening existing resources
– A systemic, multi-agency way of doing
business
– Based on using effective, research-based
programs and strategies
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Learning Supports Goals
• All children and youth in Iowa are…
– Successful in school
– Healthy and socially competent
– Prepared for a productive adulthood
– In safe and supportive families, schools
and communities
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Which of these address student learning?
Psychological
Testing
Clinic
HIV/Aids
Prevention
After-School
Programs
Health Services
Special Education
Physical
Education
Violence & Crime
Prevention
Health Education
Pupil Services
Juvenile Court
Services
School
Nutrition
Education
School Lunch
Program
Drug Prevention
Community-Based
Organizations
Counseling
Drug Services
Mental Health
Services
HIV/AIDS
Services
Social
Services
Pregnancy
Prevention
Child
Protective
Services
Codes of Discipline
Smoking Cessation
For Staff
Adapted from: Health is Academic: A guide to Coordinated School Health Programs (1998).
Edited by E. Marx & S.F. Wooley with D. Northrop. New York: Teachers College Press.
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Learning Supports
Defined...
• Wide ranging strategies, programs, services, and
practices that are implemented to create conditions
and environments that promote student learning.
• Learning Supports:
– Promote healthy development for all students
– Prevent problems for students
– Provide early interventions after the onset of
problems
– Address the complex, intensive needs of some
students
– Address barriers to learning
– Ensure that all students have an equitable
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opportunity to succeed in school
Learning Supports
Purpose...
To enhance Iowa’s existing system of
Learning Supports
by
embedding it into the Iowa school
improvement process
so that
all students have an equal opportunity to
succeed in school
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Implementation of Learning Supports
leads to results such as:
•
•
•
•
•
Enhanced academic achievement
Improved school attendance
Fewer behavior problems
Improved interpersonal skills
Better relationships between schools and
families
• Better relationships for students, both at home
and at school
17
Who Provides Learning Supports?
• In schools, Learning Supports may be
provided by administrators, general
education teachers, special education
teachers, student service personnel,
paraeducators, support staff, and other staff.
• Provision of Learning Supports, however, is
not limited to school personnel.
• Families and communities also have critical
contributions to make to the successful
learning of all children and youth.
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Guiding Principles
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Guiding Principles
• Schools must address barriers
to learning and teaching in
order to accomplish their
instructional mission.
• School – Community - Family
collaboration is essential.
• Cohesive leadership and
aligned policy are needed at
every level.
20
Point
School-Community-Family
collaboration is essential
In achieving success
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Our Instructional Mission:
• To increase student proficiency in reading, math, and
science
• To improve attendance at school
• To increase graduation rates
• To increase connectedness to school
• To foster students’ social and emotional well-being
• To decrease achievement gaps
• To decrease dropout, suspension, and expulsion
rates
22
Steps to accomplishing
our mission...
• Improve instruction
• Enhance the professional development of
teachers and educational leaders
• Nurture the healthy development of students
• Systematically address barriers to learning
and teaching
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Three Components for Guiding School Efforts to
Enhance Student Outcomes
Academic
Instruction
Component
(Direct facilitation
of learning)
All Iowa
youth are
successful
in school
Leadership Component
(Governance and
Resource
Management)
Learning Supports
Component
(Addressing Barriers to
Development & Learning)
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Point
Cohesive leadership
and
aligned policy
are needed at every level
to achieve success
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Some students do well in school…
Some do not
What makes the difference?
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Let’s Brainstorm about Barriers
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Activity
• On an index card, list five “barriers” that
regularly get in the way of students
benefiting from instruction in your schools:
1.
2.
3.
4.
5.
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Were these barriers mentioned?
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Mental health issues
Family problems
Neighborhood issues
Health problems
Substance abuse
Teen pregnancy
Anger management problems
Lack of connection to school
Lack of relevant curriculum
Poverty
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Point
Educators must address
barriers to learning and teaching
to accomplish the mission of
success for all students
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A Closer Look at Barriers...
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Achievement Gaps
• Gaps exist among subgroups listed in the
No Child Left Behind legislation:
– Students eligible for free and reduced lunch
– English language learners
– Students with disabilities
– Some ethnic and minority groups
The Annual Condition of Education Report, 2003
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Poverty is a Barrier
• Poverty is the leading indicator for poor
student performance because of inadequate:
 Food
 Shelter
 Child care
 Medical care
 Transportation
• Less exposure to oral and written language
• Increased mobility
Narrowing the Achievement Gap, ”Ed Source”, January, 2003
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Early Childhood Statistics
2000 Family Poverty Data (0 – 5)
www.kidscount.org
GWAEA
County Ranking
(1 – 99)
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Percentage
Cedar
4
5.0
Iowa
3
4.9
Johnson
28
7.7
Jones
50
9.5
Linn
22
6.9
Benton
Washington
30
6.6
8.0
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Poverty Trends in AEA 10 (K-12)
% of Students Eligible for
Free or Reduced-Price School Meals
Source: Iowa Department of Education
2000-01 2001-02 2002-03 2003-04
Benton
20.1
20.1
22.1
24.0
Cedar
16.5
17.8
16.4
17.4
Iowa
17.3
19.9
19.4
19.8
Johnson
17.0
16.9
16.8
18.8
Jones
24.6
24.8
26.6
28.2
Linn
20.4
21.4
23.5
25.8
Washington
22.8
21.9
23.4
25.6
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Mobility is a Barrier
• Students who have changed schools 4 times or
more by 8th grade are at least 4 times more
likely to drop out.
• Problems getting into school may include:
–Residency requirements
–Availability of school records
–Birth certificates
–Legal guardianship
–Transportation
–Lack of pre-school programs
–Immunization requirements
–Physical examination records
“Mobility and Achievement Gap” Skandera and Sousa, Hoover Digest, 2002
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Breaking Down Barriers
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Adelman-Taylor Model
• UCLA School Mental Health Project
• Provides useful model for understanding how barriers keep
youth from achieving academically
– Federally funded resource center for school mental health
– Howard Adelman & Linda Taylor
http://smhp.psych.ucla.edu/
– Will be at GWAEA on October 17 to work with AEA and
LEA staff and parents
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Range of
Learners
Core Instruction
1
2
= Motivationally
ready & able to
learn
Encounter
some
barriers and
=
may be
lacking
prerequisite
knowledge &
skills
Successful in
School
Barriers
to
Learning
Learning
Supports
1. Supplements to Instruction
2. Family Supports and Involvement
3
Encounter
complex and
intensive
= barriers to
learning
3. Community Partnerships
4. Safe, Healthy, and Caring Environments
5. Transitions
6. Child/Youth Engagement
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Range of
Learners
Core Instruction
1
2
3
= Motivationally
ready & able to
learn
Encounter
some
barriers and
=
may be
lacking
prerequisite
knowledge &
skills
Encounter
complex and
intensive
= barriers to
learning
Successful in
School
Barriers
to
Learning
Learning
Supports
Focusing solely on instruction
will not
help students
in groups 2 & 3 succeed
40
Task:
Increase Student Proficiency
• Although approximately 70% of Iowa students
are proficient in reading and math, the rate of
growth is beginning to slow down.
Iowa Department of Education, 2005
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Test scores have flattened out...
The Plateau Effect
42
Point
Student proficiency will plateau
unless
the learning environment is restructured
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Content for Learning Supports
• By organizing the content for Learning Supports
into six areas, a unifying framework can be utilized
to develop a school-community continuum of
supports.
• Schools and communities are already
implementing some programs and services that
address the six content areas.
• However, many of these operate in isolation of one
another and do not provide a cohesive,
comprehensive approach.
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Content for Learning Supports,
cont.
• By organizing the supports along a continuum of
student needs, schools and communities are
more likely to provide the right services for the
right students at the right time.
• Such a continuum encompasses efforts to
positively affect a full spectrum of learning,
physical, social-emotional, and behavioral
problems in every school and community in
Iowa.
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Instructional Decision Making Model
Core
Instruction
Supplemental Intensive
Instruction Instruction
• For all students
70 – 75%
• For some students
20 – 25%
• For a few students
1 – 7%
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The Six Content Areas:
1. Supplements to Instruction:
Fostering healthy cognitive, social-emotional, and physical
development
2. Family Supports and Involvement:
Promoting and enhancing (not blaming) the involvement of
parents and family members in education
3. Community Partnerships:
Participating with multiple sectors of the community to build
linkages and collaborations offering youth development
services, opportunities, and supports
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The Six Content Areas, cont.
4. Safe, Healthy, and Caring Environments:
Providing environments, school-wide, that ensure the
physical and psychological well-being and safety of all
children and youth through positive youth development
efforts and proactive planning for management of
emergencies, crises, and follow-up
5. Transitions
Enhancing the school's ability to address a variety of
transition concerns that confront children, youth, and their
families
6. Child/Youth Engagement
Providing opportunities for youth to be engaged in and
contribute to their communities
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Point
There are six content areas
for
Learning Supports
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Quick Reflection
• Name 10 things you have learned about
Learning Supports so far:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Looking at Data
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Pre-Kindergarteners Left Behind
(Gilliam, 2005, Yale Child Study Center)
Foundation for Child Development: www.fcd-us.org
• Expulsion rates in state pre-kindergarten programs:
 Pre-kindergarten students were expelled 3 times
more than children in grades K-12.
 4 year olds were expelled 1.5 times more than
3 year olds.
 Boys were expelled 4.5 times more than girls.
 African Americans attending state funded pre-k
were expelled 2 times more than Latino and
Caucasian children, and expelled 5 times more than
Asian-American children.
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Pre-Kindergarteners Left Behind
(Gilliam, 2005, Yale Child Study Center)
Foundation for Child Development: www.fcd-us.org
• In Iowa:
 2% of teachers reported expelling at least
one pre-kindergartener over the past year.
Iowa’s pre-kindergarten expulsion rate of 2.3
per 1,000 is over 5 times higher than our K12 expulsion rate of 0.4 per 1,000
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2000 Preschool Enrollment Data
% of children enrolled in public and private preschool setting
www.kidscount.org
AEA 10 County
County Ranking Percentage
(1-99)
Benton
16
51.3
Cedar
26
48.8
Iowa
76
39.1
Johnson
9
52.8
Jones
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45.3
Linn
22
50.4
Washington
94
33.2
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Where can we go to find data about social,
emotional, and behavioral issues?
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Sources of Internal Data
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Office referrals (#’s, reasons, patterns)
Referrals to Child Study Team
Referrals to GWAEA support staff
Referrals to substance abuse professionals
Referrals to mental health professionals
Referrals to physicians
Participation in extracurricular activities
Referrals to/results from conflict resolution
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Sources of Internal Data, cont.
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Graduation rates
Dropout rates
Attendance records
Suspensions/expulsions
Weapons/drugs at school
Demographic projections
School climate surveys
Etc.
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Sources of External Data
• Iowa Collaboration for Youth Development
• Family and Community Indicator Tracking System
(FACITS)
• Juvenile Court
• Department of Human Services
• Kids Count
• Empowerment/DeCat Committees
• Search Institute Asset Survey
• Iowa Youth Survey District Reports
• GWAEA Learning Supports Links:
– http://www.aea10.k12.ia.us/curr/lrngsupports/links.html
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Iowa Youth Survey
• The Iowa Youth Survey (IYS) is administered to 6th,
8th, and 11th grade students to determine their
attitudes and behaviors related to the use of:
•
•
•
•
Alcohol
Tobacco
Other drugs
Violent and disruptive behavior
• The survey also includes information regarding the
students’ perceptions of the factors in their lives which
put them at risk for problem behavior, as well as those
which protect them from developing such behavior.59
Iowa Youth Survey
• The IYS has been administered every three years
since the 1980s. It will be administered again this fall.
• Results are disaggregated in multiple ways to meet
the needs of educators and community professionals,
including school districts, AEAs, judicial districts, decategorization regions, and prevention regions.
• 100% of school districts in AEA 10 have signed up to
participate this fall.
• Trend data for 1998, 2002, and 2005 will be available
to districts in May, 2006
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IYS Example: Connectedness to School
1999
2002
100
80
88 89
72 74
60
63
62
40
20
0
6TH
I care about my school.
I try to do my best in school.
8th
11th
I plan to finish high school.
I do the homework that is
assigned.
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IYS Example: Staff/Student Support
100
80
60
40
20
59.8
6TH
8TH
11TH
62
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35.4
26.4
21.5
0
1999
My teachers care about me.
Teachers available to talk one on one.
Teachers notice I’m doing good job.
Students treat each other with respect.
2002
School lets parents know if I’m
doing a good job.
At least one adult at school I could
go to with a problem.
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Connectedness to School
• Sense of belonging &
being part of school
Attendance
• Liking School
• Perceiving that teachers
are supportive & caring
Academic
performance
• Physical & emotional
safety
• Having good friends at
school
• Engaged in own current
& future academic
progress
• Believing that discipline
is fair & effective
• Participating in
extracurricular activities
Connectedness
School
completion
rates
Incidents of
fighting,
bullying, or
vandalism
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Blum, et al
Again, Learning Supports align with
• The Instructional Decision Making Model
(IDM) components:
– Core
– Supplemental
– Intensive
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IDM, Academics, & Learning Supports
Core/School-wide Activities
Academic Activities
Academic Activities
All students
Learning Supports
Learning Supports
65
IDM, Academics, & Learning Supports
•Supplemental
Services
•Some students
Core/School-wide Activities
Academic Activities
Academic Activities
All students
Learning Supports
Learning Supports
66
IDM, Academics, & Learning Supports
•Intensive Services
•A few students
•Supplemental
Services
•Some students
•Core/School-wide Activities
Academic Activities
•All students
Academic Activities
Learning Supports
Learning Supports
67
Learning Supports also align with
• The Iowa Professional Development Model
(IPDM):
– Focused
– Ongoing
– Research-based
• Delivery Method
– District and building Leadership Teams
– Time allocated for professional development
– Delivered by AEA and LEA staff collaboratively
68
Connecting with
School Improvement
The Constant Conversation Questions:
–
–
–
–
What do data tell us about learning needs?
What do we do to meet these needs?
How will we know that learning has changed?
How will we evaluate our programs/services?
69
Research Base for
Learning Supports
• The Content Network website for Learning Supports
will contain research organized into the six content
areas.
• There will be examples of Core, Supplemental, and
Intensive within most areas.
• LEA and AEA staff, along with parents and community
partners, will determine what student needs are,
based on data collected about students.
• The Content Network will identify research studies
which show evidence that particular instructional
practices have had an effect on student achievement.
• Based on its data, a district should be able to match
the area of need to potential content options.
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Research Base for Learning Supports
Will soon be added to the Iowa Department of Education
Content Network website:
http://www.state.ia.us/educate/ecese/tqt/tc/prodev/main.html
Level 5: Gold Standard
Level 4: Strong Evidence/Model
Level 3: Promising
isisiPPPromising
Level 2: Marginal
Level 1: No
Empirical Evidence
71
Point
A wealth of information
is currently available to guide
Learning Supports
decision-making
72
Learning Supports Teams Will
• Assess needs
73
Learning Supports Teams Will
• Assess needs
• Map resources
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Learning Supports Teams Will
• Assess needs
• Map resources
• Plan
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Learning Supports Teams Will
•
•
•
•
Assess needs
Map resources
Plan
Implement
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Learning Supports Teams Will
•
•
•
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•
Assess needs
Map resources
Plan
Implement
Evaluate
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Learning Supports Teams Will
•
•
•
•
•
•
Assess needs
Map resources
Plan
Implement
Evaluate
Provide Oversight
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Learning Supports Teams Will
•
•
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•
•
Assess needs
Map resources
Plan
Implement
Evaluate
Provide Oversight
Provide Leadership
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Learning Supports Teams Will
•
•
•
•
•
•
•
•
Assess needs
Map resources
Plan
Implement
Evaluate
Provide Oversight
Provide Leadership
Build capacity
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Learning Supports Teams Will
•
•
•
•
•
•
•
•
•
Assess needs
Map resources
Plan
Implement
Evaluate
Provide Oversight
Provide Leadership
Build capacity
Provide ongoing support
81
Point
Learning Supports teams
are needed
for each building or family of buildings
82
Putting it all together
Learning Supports are:
• A continuum of core, supplemental, and intensive
support services which create and maintain safe and
respectful environments in which:
– Teachers can teach
– Students can learn
– Parents and community partners can contribute
– Successful social, emotional, behavioral, and
learning outcomes are achieved
83
Point
Motivation for
Learning Supports
comes from the desire
to achieve better outcomes
for all youth
84
Thanks. Have a great year!
Julie, Roxann, Katie, Daryl, Trish, Anne, & Denese
85