2009 January Conference Office of Superintendent of Public

Instruction

Learning and Teaching Support Presenters

Mona JohnsonGreg Williamson

Ron HertelAnnie Blackledge

Travis SmithPam O’Brien

Kathleen Sande

Washington State’s Goal for Education

“The goal of the Basic Education Act...…Shall be to provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives.”

RCW 28A.150.210

A Supportive Learning Environment

Is safe, civil, healthy and intellectually stimulating where students are engaged in learning and are committed to acquiring the knowledge, attitudes, skills and behaviors to succeed in the 21st century.

Such an environment must be supported by weaving together the resources of students, families, communities, and school staff.

Physical EmotionalEmotional(Stamina)

(Resiliency /empathy)

Intellectual

The Whole Learner

(Problem solving / creativity)

All components are interdependentAll components are interdependent

To Learn Effectively, Children Must:

• Have full access to educational opportunities

• Feel valuable and supported

• Attend a safe, properly functioning school

• Have minimal distractions

• Have optimal health

Response to Intervention

Response to InterventionCore Principles:

• Use all resources to teach all children.

• Intervene early.

• Use a problem solving model to make decisions. (FBA)

• Make data based decisions.

• Use multi-tier model of service delivery.

• Deliver scientific, research based interventions with fidelity according to the intervention plan.

Pyramid of Interventions

Indicated

Selected

Universal

5% - 10%

15% - 25%

65% - 80%

Assessment of Your School

Emma and KathyEmma

PregnantLives with boyfriend’s familyBoyfriend suspected of using and selling

drugsDepressed-withdrawnStruggling in school- grades dropped at

least one grade this academic yearMother and stepfather not supportive of

pregnancy and boyfriend ; kicked her out of the house

History of sexual abuse by biological fatherFamily history of poverty; no family

member graduated form high school

KathyEngaged in school and activities B studentSet goal to graduate from high school

and attend business school (first in family)

Has positive view of the future Feels very connected to mother and

younger siblingsGood social skills- very

outgoing and politePopular at school- lots of friends Perspective; good at problem solvingGood sense of humor

The Power of Observation

Assessing the Learning Environment- Data

Demographics– Age, gender, race/ethnicity, – Poverty– Student turnover– Substance abuse/mental health– Community geo-demographic indicators

Sources– WSIPC, school surveys, community archival data—

county profiles, Healthy Youth Survey

Assessing the Learning Environment- Data

Perceptions– Students – Staff– Parents– Community

Sources– School survey, focus groups, key informant

interviews, Healthy Youth Survey

Support Service Functions

Three categories:1.Direct services and instruction2.Coordination, development, and leadership

related to programs, services, resources, and systems;

3.Enhancement of connections with community resourcesAdelman and Taylor, 1993, 1997; Center for Mental Health in Schools, 2001; Taylor and Adelman, 1996

Important Research Findings:

Two key indicators for lowering the risk of achild's involvement in negative behaviorand improvements in academic achievement:

– Connectedness to a parent – Connectedness to a school based adult

Journal of the American Medical Association (2004)

Conceptual Framework for School Improvement

RIGOR

PERSONALIZED LEARNING

RELEVANCE

RELATIONSHIPS

Daggett

Adverse Childhood Experiences(ACE’s)

Brain Development Patterns

NEUTRAL START

BRAINHormones, chemicals & cellular systems prepare for a tough life in an evil world

OUTCOMEIndividual & species survive the worst conditions.

INDIVIDUAL• Edgy• Hot temper• Impulsive• Hyper vigilant• “Brawn over

brains”

BRAINHormones, chemicals & cellular systems prepare for life in a benevolent world

TRAUMATIC STRESS

OUTCOMEIndividual & species live peacefully in good times; vulnerable in poor conditions

INDIVIDUAL• Laid back• Relationship-

oriented• Thinks things

through• “Process over

power”

Dissonance between biological expectations & social reality fuels psychiatric disorders

Adapted from the research of Martin Teicher, MD, Ph.D

Consequences of Biological Outcomes

COGNITIVE• Slowed language development• Attention problems (ADD/ADHD)• Speech delay• Poor verbal memory/recall• Loss of brain matter/IQ

SOCIAL• Aggression & violent outbursts• Poor self-control of emotion• Can’t modify behavior in response to social cues• Social isolation—can’t navigate friendship

MENTAL HEALTH• Poor social/emotional development• Alcohol, tobacco & other drug abuse—vulnerable to early initiation• Adolescent & adult mental health disorders—especially depression, suicide,

dissociative disorder, borderline personality disorder, PTSD

Adverse Childhood Experiences (ACEs)

1. Child physical abuse

2. Child sexual abuse

3. Child emotional abuse

4. Neglect

5. Mentally ill, depressed or suicidal person in the home

6. Drug addicted or alcoholic family member

7. Witnessing domestic violence against the mother

8. Loss of a parent to death or abandonment, including abandonment by divorce

9. Incarceration of any family member

Trauma and Learning

Washington State Statistics2005 - 11.6% below poverty level

($19,500 for a family of four)2001 – Poverty rate was 9.9%2004- WSPD - 52,055 domestic violence calls2005 - 14% of students experiencing cultural transitions

speak a language other than English 2007 – 76,000 CA/N referrals – investigated 42,000 – Over 10,000 children placed in foster care

and another 12,000 living with relatives

Personalized Trauma• Child abuse and neglect• Cultural transition/language

barriers• High level of responsibility at

home• Poor health/injury of either

the student or family member• Death of a significant person• Loss of a relationship• Foster care

• Disability(ies)• Poverty• Homelessness• Pregnancy• Incarceration • Military Deployment• Mental Health/ Substance

Abuse• Criminal involvement• Bullying and harassment in

school or community

Complex Trauma

The term complex trauma describes the dual problem of children's exposure to multiple traumatic events and the impact of this exposure on immediate and long term outcomes.

Focal Point, 2007, Cook, Spinzzola, Ford, Lanktree

Complex Trauma is a major precursor to behavioral and emotional problems

• 75% of children/families who experience multiple forms of family violence receive no service

(Multiple National and Local studies)

• 21% of children experience a severe emotional disturbance annually—less than 20% of this group receive a specific service targeted to social and emotional development (Kutash et al., 2006)

• Victims of maltreatment are 12 times as likely to attempt suicide

• Child witnesses to family violence are 6 times as likely to commit suicide

Trauma Visibility

Massachusetts Advocates for Children

Helping Traumatized Children Learn

Flexible Framework for Trauma Sensitive Schools

• School wide infrastructure and culture;• Staff training;• Linking with Community Partners;• Academic instruction for traumatized

children;• Nonacademic strategies; and• School policies, procedures, and

protocols

Resilience

Resilience: The capacity to rise above adversity and to forge lasting strengths in the struggle. It

is the means by which children/adults can rebound from hardship and emerge as strong, healthy individuals able to lead gratifying lives,

albeit with some scars to show for their experiences.

Wolin and Wolin

Competence Confidence Connection Character Contribution Coping Control

Dr. Kenneth Ginsburg, American Academy of Pediatrics

Ingredients of ResilienceCrucial “C’s”

Resilient Children• “A resilient child is one who bounces back from

adversity and continues to function reasonably well, despite continued exposure to risk” Gilligan, 1997

• Resilient youth share:

• Self-esteem and self confidence• Sense of self-efficacy - a belief in their ability to affect their

own lives• A range of social, problem solving approaches• One significant adult• External support system

Social Emotional Learning (SEL)

What is SEL? • The process through which children and adults

acquire the skills to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively

• These skills provide the foundation for academic achievement, maintenance of good health, and civic engagement in a democratic society

CASEL http://www.casel.org

Teach SEL Competencies

• Self-awareness• Social awareness• Self-management• Relationship skills• Responsible decision making

GreaterAttachment,

Engagement, & Commitment

to School

Less Risky Behavior, More

Assets, MorePositive

Development

Better Academic

Performanceand Success

in School and Life

Safe, Caring, Challenging,

Well-Managed ,

ParticipatoryLearning

Environments

How SEL Supports Good Outcomes for Kids

Slide Courtesy of CASEL

The Value of Partnerships – Schools Can’t do it Alone!

School

FamilyCommunity

Learning EnvironmentComponent

Instructional Component

ManagementComponent

Supporting Success for ALL Kids

Howard Adelman & Linda TaylorDepartment of Psychology, UCLA

System of Early InterventionEarly-after-onset

(moderate need, moderatecost per individual)

Systems of PreventionPrimary prevention

(low end need/low cost per individual programs)

Systems of CareTreatment of severe and

chronic problems(High end need/high costper individual programs)

School Resources(facilities, stakeholders

programs, services)

Community Resources(facilities, stakeholders

programs, services)

Examples:

• General health education• Drug and alcohol education• Support for transitions• Conflict resolution• Parent Involvement

• Pregnancy prevention• Violence prevention• Learning/behavior

accommodations• Work Programs

• Special education forlearning disabilities,emotional disturbance,and other health impairments

Examples:

• Public health and safety programs• Prenatal care• Immunizations• Recreation & enrichment• Child abuse education

• Early identification to treat health problems• Short-term counseling• Family support• Shelter, food, clothing• Job programs

• Emergency/crisis treatment• Family preservation• Mental Health Services• Treatment programs• Disabilities programs• Health services• Foster placement/group homes

Potential Partners • Dept. of Social and Health Services • Department of Corrections • Parents and students • County Government Agencies • County Public Health Departments • Human Resource Committees• Internal Revenue Service • AmeriCorps • Local Fire and Police Departments • Local Libraries • Tribes and other ethnic resources specific to the community • Local businesses • School districts

Family Involvement in Learning

Epstein’s Six Types of Involvement:

• Parenting

• Communicating

• Volunteering

• Learning at home

• Decision making

• Collaborating with the community

Build Relationships into a Network

of Community ResourcesQuestions to ask

• What programs already exist in your school or district that could work closer together?

• What community relationships can you draw on to create a network for students and families?

• Do you know any parents could assist with the project ?

Students Tell the Best Stories – It’s their life we’re talking about!

Values to Consider• All children can learn• Respecting families and their strengths is imperative• Build on assets the family and the community possess• Plan WITH families and students - not FOR them• Utilizing practices that are responsive to diverse linguistic, cultural, ethnic values, and morals• Assuring equal ease of access to support• Helping families and students understand and navigate systems

—education, social services, health, career training/retraining, and local government--as students and families move to self-sufficiency

• Guaranteeing parent and student voice/leadership in all aspects of programming

ReferencesAdelman and Taylor, School Mental Health Project at UCLA

http://www.smhp.psych.ucla.edu

Office of Superintendent of Public Instruction, School Improvement Planning http://www.k12.wa.us/SchoolImprovement/default.aspx

“Helping Traumatized Children Learn”, Massachusetts Advocates for Children http://www.massadvocates.org/helping_traumatized_children_learn

“Focal Point” Spring 2007, The Office of Health and Human Services, The Commonwealth of Massachusetts http://www.mass.gov/?pageID=eohhs2modulechunk&L=4&L0=Home&L1=Government&L2=Departments+and+Divisions&L3=Massachusetts+Commission+for+the+Blind&sid=Eeohhs2&b=terminalcontent&f=mcb_focal_point_spring07&csid=Eeohhs2

Additional ReferencesThe National Child Traumatic Stress Network http://www.nctsnet.org/nccts/nav.do?pid=hom_main

Kids Counthttp://www.aecf.org/MajorInitiatives/KIDSCOUNT.aspx

Collaborative for Academic, Social and Emotional Learninghttp://www.casel.org/

Wolin and Wolin, Project Resiliencehttp://projectresilience.com/index.htm

Healthy Youth Survey http://www.doh.wa.gov/EHSPHL/hys

US Census Bureau quickfacts.census.gov/qfd/states/00000.html

Adverse Childhood Experiences Study http://www.cdc.gov/NCCDPHP/ACE/questionnaires.htm

Learning and Teaching Support – OSPI http://www.k12.wa.us/LearningTeachingSupport/default.aspx