Transcript Caveats - Center for Effective Collaboration and Practice

Leaving No Child Behind (or out of
school): Effective Approaches to
Preventing Poor School and Community
Outcomes and Promoting Healthy
Development
David Osher, Ph.D.
Center for Effective Collaboration & Practice, The American
Institutes for Research
www.air.org/cecp
Outline
Resources
Leave No Child Behind
Relationship Between Schools, Communities,
& Effective Prevention Strategies
3 Level Approach
Choosing Evidence-based Interventions
14 Ingredients
www.air.org/cecp
Where To Go For:
Resources,
Links,
Overheads, &
Updates
Center For Effective
Collaboration & Practice
Safe, Drug Free, & Effective Schools: What Works
Addressing Student Problem Behavior (3 parts plus
video)
Teaching and Working With Children with Emotional
and Behavioral Challenges (Sopris West)
Early Warning, Timely Response
Safeguarding Our Children: An Action Guide
Safe, Supportive, & Successful Schools: Step by Step
(Sopris West)
Promising Practices in Children’s Mental Health (13
vols.)
Exploring the Relationship between and Juvenile
Justice Outcomes (7 vols.).
Relevant AIR TA & Research
Centers
Behavioral Health Technical Assistance Center
(SAMHSA)
Safe and Drug Free School Coordinators TA Center
(SDFS)
Neglected and Delinquent Youth TA & Evaluation
Center (Office of Elementary and Secondary
Education)
Technical Assistance Partnership for Child and Family
Mental Health (SAMHSA)
Center for Integrating Prevention and Education
Research (NIH).
Relevant AIR Evaluation
Studies
Gates Small School Initiative
California Class-size Initiative
Eisenhower Professional Development
Program
Consumer’s Guide to School Reform
Alternative Education
Early Childhood Behavior
AIR-LFA Partnership.
No Child Left Behind
The Logic of Leaving No Child
Behind
Adapted from: Beth Doll, University of Nebraska
The Old View I: Blame the Fish
Adapted from: Beth Doll, University of Nebraska
The Old View II: Blame the Fish’s
Mother, Family, or Community
Adapted from: Beth Doll, University of Nebraska
Key Provisions in relationship to
Principles of Effectiveness & Coordinated
3-Level Approach
Increased Accountability (see Performance Measures;
Evaluation & Chapter 1 )
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Annual testing 3-8
Annual statewide progress objectives
Disaggregate by

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Poverty
Race
Ethnicity
Disability
LEP
States required to establish uniform data system on school
safety & drug use.
Key Provisions in relationship to
Principles of Effectiveness & Coordinated
3-Level Approach
Focus on Evidenced-Based Interventions (see
Effective, Science-based Strategies &
Appendix A)
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Specifies Principles of Effectiveness
E.g., What Works Clearing House.
Leaving No Child Behind: Key
Provisions
Parental & Student Choice (see Parent
& Community Involvement & Chapters
1, 3)

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Academic Failure
Persistently Dangerous Schools
Victims of Violent Crime.
Leaving No Child Behind: Other
Relevant Provisions
Expansion of School Counseling
Demonstration Programs to Secondary School
Expansion of who can “counsel”
Counseling where students need it – not just
at school
SDF $, After-school $, school emergency
assistance $ can be used for counseling and
mental health services.
Leaving No Child Behind: Key
Provisions
Increased Flexibility (see Risk &
Protective & Chapters 1, 2, 3, 4)

Transfer to Title 1 or other programs <
50% of monies under :
 Teacher Quality State Grants
 Safe and Drug-Free Schools
 Innovative Programs
 Educational Technology.
Relationship Between Schools,
Communities, & Effective Prevention
Strategies
Does Prevention Make a Difference?
6
5
4
Antisocial
Personality
Disorder
Drug Use
3
2
1
0
GBG
No
GBG
Impact of Good Behavior Game in 1st & 2nd Grade on most aggressive
children at ages 19-21.
Where to Look
Risk Factors
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
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Individual
Social (Family, Peers)
Institutional (Schools;
Facilities)
Societal
Protective Factors
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Individual
Social
Institutional
Societal
Where To Intervene ?
Societal
Macrosystems
Proximal
Social Contexts
Close
Interpersonal
Relations
Individual
Factors
A nested ecological system of influences on youth
behavior. Adapted from “Prevention of
Delinquency: Current status and issues” by P. H.
Tolan and N. G. Guerra, 1994, Applied and
Preventive Psychology, 3, p. 254.
Where to Intervene
Prevention
Child
Welfare
Youth
Development
Justice
Substance
Abuse
Services
Heath
Schools
Mental
Health
Recreation
18
PREVENTION OVER TIME AND SPACE: INTEGRATING
PREVENTION SCIENCE STRATEGIES
DEVELOPMENTAL
EPIDEMIOLOGY:
COMMUNITY
PREVENTION:
directed at
early proximal targets
directed at community
& school proximal
targets
INTEGRATED
STRATEGIES
MORE IMMEDIATE
RISK:
COMMUNITY /
SOCIETAL:
directed at
more recent
proximal targets
directed at
policies & laws as
proximal targets
Sheppard G. Kellam, M.D.
Do Teachers Have an
Impact?
58.7
60
50
40
Well-managed
standard classroom
Chaotic standard
classroom
30
20
10
2.7
0
Odds ratio
The Impact of First Grade Teacher Capacity on 7th Grade Behavior
(Kellam, Ling, Merisca, Brown, & Ialongo, 1998)
Do Principals Have an
Impact?
45
40
35
30
25
20
15
10
5
0
G.W. Carver
North Dade
Out of School
Suspension
Advancement Project, 2000
In-school
Suspension
Does Race Have an
Impact?
70
60
50
Disturbing School
Weapons
Drugs
Threatening Official
40
30
20
10
0
Black
White
South Carolina School Crime Incident Report, 1998-99
Linking School Safety & School
Improvement
School-wide
Team
Principal
Teacher
Mental Health
Professional
Student Support
Team
Dwyer & Osher, 2000
Address the Whole Child
Understand the Links Between
Psychological, Social, Ethical, and
Academic Development
Improve Learning
Improve Behavior
Improve Behavior
Improve Learning
Connect with Every Child:
National Longitudinal
Study of Adolescent Health (ADD Health)
Students who Feel Connected:
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Less likely to use alcohol or substances
Experience less emotional distress
Attempt suicide less
Engage in less deviant and violent behavior
Blum, 2001
A Three Level Approach to Preventing Violence
Provide Individualized
Intensive Supports
Provide coordinated, intensive,
sustained, culturally
appropriate, child and family
focused services and supports.
Intervene Early
Create services and
supports that address risk
factors and build upon
protective factors for
students at risk for
severe academic or
behavioral difficulties.
Build a Schoolwide Foundation
Support positive discipline, academic successes and
mental/emotional wellness: Positive school climate,
full-services-school, appropriate individualized
instruction, social skills training, and strong family
involvement.
Building Blocks
Few
Intensive Intervention
Some
All
Foundation
Adapted from: National Resource Center for Safe Schools
Northwest Regional Educational Laboratory - 101 SW Main Street, Suite 500 Portland, Oregon 97204
Early Intervention
Universal Intervention
The Logic of Universal
Intervention
• You cannot identify all at risk
• Children affect each others’ behavior
and development
• No stigma
• No self-fulfilling prophecies
• No homogenous grouping
• Per Child Cost Less.
All
Universal Interventions
Connect with Every Child
Small schools;
Well managed classrooms;
Positive (not harsh) discipline policies;
Overlapping and integrated social groups;
Impact of the Child Development Project
See Every Child Learning: Safe and
Supportive Schools (Learning First Alliance)
See Child Development Project (Appendix A).
Blum, 2001
Support Family-School
Collaboration
Valuing all families;
Effective outreach (e.g., FAST);
Culturally competent approaches (e.g.,Lincoln
Elementary School, Salt Lake City);
Support for family participation (e.g., Keyes
for Networking); and
Positive interactions with families (e.g.,
Cleveland Elementary School, Tampa, FL).
Teach Social-Emotional &
Problem Solving Skills
Teach, model, practice, coach, reinforce, generalize
PATHS (Promoting Alternative Thinking Strategies)
Second step
Stop and think
“Stop and teach” (George Bailey)
Responding in Peaceful and Positive Ways (RIPP)
Culturally competent approaches (e.g., Gwen
Cartledge)
See Safe & Sound
See PATHS; Second Step; I Can Problem Solve etc.
(Appendix A)
Provide Positive Behavioral Supports
High behavioral standards and strong
supports for students and adults to realize
these standards;
Workable school and classroom behavior
plans;
Positive behavioral strategies;
Supporting appropriate behaviors (e.g.,
Helping students stay on task); and
Teaching and modeling skills.
Sugai & Horner, 2000
Provide Engaging and
Appropriate Instruction
High academic standards and strong supports for
students and adults to realize these standards;
Strong curricula approaches;
Strong teaching approaches (e.g., Class-Wide Peer
Tutoring);
Engaging curricula and teaching;
Culturally competent curricula and teaching;
Individualization; and
Use of multiple modalities (individual, group,
experiential, technology, etc.).
Early Intervention
Selective
Indicated
Selective interventions for individuals who is a member of a
subgroup of the population whose risk of illness or poor
outcomes is above average (e.g., single teenage mothers)
Indicated interventions for individuals who exhibit a risk
factor or condition that identifies them, individually, as being
at high risk for the development of illness or poor outcomes
Early Intervention Models &
Examples
High Scope Preschool Curriculum
Regional Intervention Program (RIP)
First Step to Success
Primary Mental Health Project
Functional Assessment (See Addressing
Student Problem Behaviors)
Effective Mentoring
STEP
PACT (Positive Adolescent Choices Training)
Impact of Combined Selective Intervention
Social Development Research Group
(Public Schools in Seattle High Crime Areas)
• Intervention
– Teacher training (5 days in service grades 1-6)
– Developmentally Appropriate Parent education (grades 1-3, 5-6)
– Social competence training for children (grades 1, 6)
• Impact at age 18 (compared to nonrandomized controls)
– Less
• anti social behavior (Violence/Delinquency: 48%: 60%)
• Heavy Drinking: 15%: 26%
• School Misbehavior (p=.02)
– More
•Commitment to school (p=.03)
•Attachment to school (p=.006)
•Academic Achievement (p= .01)
Hawkins,1999
Intensive Intervention and
Treatment
•Individualized
•Address multiple risk factors &
cross multiple domains
•Linguistically & culturally competent
•Child & family driven
•Intensive & sustained.
Intensive Interventions
Wraparound
MST
Multi-dimensional Treatment Foster
Care
Appropriate Medication Management.
MST
1.6
1.4
1.2
1
0.8
0.6
0.4
0.2
0
Arrests, SC,
1 year
Re-arrest,
MO, 5 year
Criteria for Selecting
Interventions
The program must have documented effectiveness and be
based on sound theory
The program can be easily integrated with existing school
practices.
The program must have data that demonstrates effectiveness or
ineffectiveness with particular student groups.
Data must indicate that the program has a positive impact on
student achievement.
Program developers/sponsors must demonstrate that
subscribing schools receive sufficient technical assistance.
Program components must focus on promoting positive
solutions to behavioral and emotional problems.
Intervention
Selection Calculus
X Intervention works with
Y Students
In Z context
When you do:



a
b
c
Moving From Research to Practice:
Institutionalizing Changes in
Structure, Practice, Culture
Sustaining System-,
Community-, State-wide
Becoming Core &
Going to Scale
Sustainability
Effectiveness
Efficacy
14 Ingredients of School Improvement (Safe,
Successful, & Supportive Schools: Step by
Step)
Address the needs of your school and
community
Be strategic and comprehensive
Be systemic
Don’t do it alone
Understand and manage change
Build a learning community
14 Ingredients of School
Improvement
Involve the entire community
Value and address diversity
Assess and address your strengths and
challenges
Take time to choose evidence-based
programs and practices
14 Ingredients of School
Improvement
Build capacity
Employ Data
Evaluate outcomes
Focus on the long haul .