Build Conditions for Learning - National Clearinghouse on

advertisement

How to Build Conditions for

Learning that Contribute to the

Success of All Students

David Osher

Introduction: How Do We Approach the Challenge of

Student Success Through School Improvement

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

Thought Question: Is it the Fish or is it the Water?

Is the Problem

 The Disruptive Student?

 The School Environment?

 The Community

Environment?

 Some Combination Of The

Above?

 All Of The Above?

Adapted from: Beth Doll, University of Nebraska

Community

School

Where to Intervene?

Family

Teachers

Friends

Classroom

Student

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 familydriven and focused services and supports that address needs while building assets.

Intervene Early &

Provide Focused

Youth

Development

Activities

Implement 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 Foundation

Universal 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

R is k

 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 1 st

Grade Teachers on Seventh Grade School

Outcomes?

60

50

40

30

20

10

0

58.7

Well-managed standard classroom

Chaotic standard classroom

2.7

Odds ratio

The Impact of First Grade Teacher Capacity on 7 th 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

P ro te c ti o n

 Connection

 Academic Success

 Supported Transitions

 Positive Relationships With

Adults And Peers

 Caring Interactions

 Social Emotional Learning

 Positive Interactions With Prosocial (Not, Anti-social) Peers

 Stability

 Positive Approaches To

Disciplinary Infractions &

 Services And Supports

PATHS Universal Intervention

End of First Grade (1 Year of Intervention)

Peer Rating of Aggression

,00

-,01

-,02

-,03

-,04

-,05

-,06

-,07

-,08

-,09

-,10

Intervention

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

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

All

Universal Interventions

17

Supporting Conditions for

Learning

 Connection

 Attachment

 Trust

 Care

 Respect

Positive Behavioral

Approaches & Supports

Social Emotional

Learning & Support

Learning Supports

 Effective Pedagogy

 Engagement

 Motivation

All

Some

Few

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

Safety Support Challenge SEL

Off Track

On Track

On Track to Thrive

Pre-K

Say Yes to Education/AIR Monitoring

System

K-2 3-5 6-8 9-12 13-

16

Find & Address the Root Causes

Pluck the nutritious low hanging fruit!

What can be done to prevent it from happening again?

Huff Osher Consulting, Inc.

21

Questions

Think about your school:

 Are you be satisfied with the current level of academic performance?

 Do students have a positive social experience?

 Are all families involved with the school and their child’s learning?

 Does the community support your school?

Huff Osher Consulting, Inc.

 What would you change?

22

Logic Model for Strategic

Change

Assets, Capacities

& Needs

District

School

Students

School Staff

Families

Strategies

District

School

Students

School Staff

Families

Changed:

Capacity

Behavior

School

Students

Staff

Families

Vision

Huff Osher Consulting, Inc.

23

First Working Session

2

Assets,

Capacities,

& Needs

District

School

Students

School Staff

Families

Huff Osher Consulting, Inc.

Strategies

District

School

Students

School Staff

Families

Changed:

Capacity

Behavior

School

Students

Staff

Families

1

Vision

24

Second Working Session

2

Assets,

Capacities,

& Needs

District

School

Students

School Staff

Families

Huff Osher Consulting, Inc.

Strategies

District

School

Students

School Staff

Families

3

Changed:

Capacity

Behavior

School

Students

Staff

Families

1

Vision

25

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

Jeffrey Sprague

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 School

Percentage of students responding “Neutral” or “No” to the question:

“Do you feel safe at school?”

Source: Springs, Iannotti, Nansel and Haynie 2007;

Kevin Jennings

12

10

8

6

16

14

4

2

0

The Racial Discipline Disparity:

Disproportionality in Suspension Rates

6

14

4.9

15

6.5

4.8

15

6.8

4.8

Black

Hispanic

White

Asians/Pactific

Islander

American

Indian/Alaska

Native

2002 2004 2006

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

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

Anne Gregory

40

30

20

Does Race Have an Impact?

70

60

Percentage of student population who are Black

50

Disturbing School

Weapons

Drugs

Threatening Official

10

0

Black White

South Carolina School Crime Incident Report, 1998-99

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.

Bullying: Some Success, But

Nothing to Write Home About

Campbell Collaboration Meta-analysis of 44 program evaluations

(Farrington & Ttofi, 2010)

 Overall programs are effective

 Bullying decreased by 20-23%

 Victimization decreased by 17-20%

 Programs worked better:

– In Norway

– With older children

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

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?

40

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

PBIS & SEL

Foundation

Example: School Wide PBS

 Can in appropriate situations:

– Reduce problem behavior

– Increase academic performance

– Improve perception of school safety

– Reduce teacher stress

44

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

Behavior

Management

Implementation

Support

Systems

-Fidelity

-Funding

-Teacher

Wellbeing

Prevention/SEL

Social

&

Emotional Skills

Social Emotional Learning

 Understand and

Manage Emotions

 Understand and

Manage

Relationships

 Make Responsible

Decisions

15 Minute Break

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

Core Competencies

Self-awareness

Self-management

Social

Emotional

Learning

Responsible decisionmaking

Social awareness Relationship skills

Citation: (2008) CASEL Tool 2 - SEL PowerPoint

Presentation11.ppt slide #4( PowerPoint Presentation entitled “Social and Emotional Learning for School

Behaviors Teachers Want

 Student Self Control

– Attends To Teacher’s Instruction

– Follows Directions

– Controls Temper In Conflict Situations

– Responds Appropriately To Aggression

– Controls Conflict Situations With Adults

 Student Cooperation

(Gresham Et Al. 2000; Kerr & Zigmond, 1986; Lane,

Pierson, & Givner, 2003; Walker Et Al., 1992)

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

23

15

10

5

0

25

20

12

6

11

Little Books:

Reading

Achievement

Everyday

Mathematics: Math

Achievement

SEL Programs

Academic

Performance

SEL Programs Social

Emotional Skills

Change the Wiring and

Functions of the Brain

Greenberg

SAFE AND SOUND

a Guide for Choosing SEL programs and practices

56

SEL PROGRAM:

PATHS

Essential Components for

PATHS

 Skill Building for Both Students and

Teachers

 Generalization: Create opportunities to use these skills throughout the day

 Provide students feedback and recognition for performance

 Provide sufficient Technical Support to teachers

 Integrate into other Academic Subjects

 Involve Parents

The PATHS Curriculum

Five Central Goals

 The conscious awareness of emotional states in oneself and others

 The ability to put these feelings into words

 The ability to calm oneself down when feeling highly emotionally aroused

 The ability to plan ahead and consider the effects of your behavior on others

 Developing greater empathy/compassion for others

Emotion Cards

From PATHS

Problem-Solving Outline

When you notice upset feelings:

1. STOP and think.

2. Identify the PROBLEM. (collect lots of information)

3. Identify the FEELINGS. (your own and other peoples')

4. Decide on a GOAL.

5. Think of lots of SOLUTIONS.

6. Think about what MIGHT happen next.

7. Choose the BEST solution. (evaluate all the alternatives)

8. Make a PLAN. (think about possible obstacles)

9. TRY your plan.

10. SEE what happens. (evaluate the outcome)

11. TRY another plan or solution if your first one doesn't work.

SEL PROGRAM:

CARING SCHOOL

COMMUNITIES

CSC’s Four Components

 Class Meetings

 Cross-Age Buddies Program

 School-wide Activities

 Parent Involvement Activities

Class Meetings:

based on Caring School Communities

Students learn to take responsibility for their own learning and behavior. They also learn the values of fairness, helpfulness, caring, and respect.

Component

Class

Meetings

How it Works Student Learn

Teachers create an environment in which students’ learning, opinions, and concerns are taken seriously —and in which students participate as valued and influential contributors to the classroom community.

As students learn to listen and talk to each other, they begin building a safe learning environment.

How to set class norms and goals, create plans, make decisions, and solve problems related to classroom life

How to better understand and empathize with other students

Teachers Learn

How to build unity and give students a more meaningful voice in the classroom

Ways to build students’ social skills and commitment to responsibility, helpfulness, and respect

Essential Features of

Class Meetings

 Circular arrangement that enables all participants to readily see and hear all others

 Open-ended topics and genuine opportunities for students’ ideas to have influence

 Safe, trusting, and reflective processes, with clear ground rules

 Decisions made by consensus where possible

Benefits of Class Meetings

 Build teacher-student and peer relationships within the classroom

 Create a cohesive, caring, and reflective classroom climate

 Teach goal setting, planning, decision making, problem solving, and reflection skills

 Teach the importance of fairness, kindness, and responsibility

 Promote greater understanding of self and others

Types of Class Meetings

 Unity-building

 Planning and decision-making

– Academics

– Classroom norms/ procedures

 Check-in

– Consciousness raising

– Progress assessment or celebration

 Problem-solving

– About learning activities

– About classroom norms/ issues

Essential Features of Buddies

Activities

 Pairing of whole classes separated by two or more grade levels

 Teachers assign each older child a younger buddy for the whole semester or year

 Paired classes meet every week or two for interactive academic or recreational activities

 Regular pre-planning and post-reflection within each class

Benefits of Buddies Activities

 For older buddies:

– Experience themselves as responsible and caring

– Make social connections and “fit in” in ways they might not with peers

 For younger buddies:

– Build friendship with and feel more comfortable around older children

– Learn from a role model who is only a few years older

 For teachers:

– Collegial work with another teacher

– Gain different view of students

Student Support

 Adults Listen To Students,

Care About Them And

Treat Them Fairly

 Adults Provide A

Welcoming Environment

For Students

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 Schoolrelated Variable That Was Protective For

Every Single Outcome

National Longitudinal Study of Adolescent Health (ADD Health)

Scatter plot: Support (f) Size

2.60

Martin Luther King Jr HS

2.50

2.40

2.30

2.20

SuccessTech Academy School

John Hay Campus HS

Option Complex HS

Jane Addams Business Careers HS

Max S Hayes HS

Cleveland School Of The Arts HS

East HS

East Technical HS

Carl F Shuler School

Collinwood HS

Glenville HS

John F Kennedy HS

Lincoln-West HS

South High School

John Adams HS

James Ford Rhodes HS

Whitney Young School

John Marshall HS

R Sq Linear = 0.239

2.10

0 1500 500 1000

Enrollment__06_07_

Emotional Safety (f) Enrollment

2.90

2.80

2.70

2.60

2.50

2.40

2.30

2.20

SuccessTech Academy School

John Hay Campus HS

Cleveland School Of The Arts HS

Garrett Morgan Schl Of Science MS

Martin Luther King Jr HS

Carl F Shuler School Max S Hayes HS

Whitney Young School

Option Complex HS

Lincoln-West HS

Jane Addams Business Careers HS

South High School

East HS

East Technical HS

Collinwood HS

James Ford Rhodes HS

John Adams HS

John Marshall HS

Glenville HS

John F Kennedy HS R Sq Linear = 0.319

0 500 1000

Enrollment__06_07_

1500

Middle Schools

 HOW STUDENTS, FACULTY,

ADMINISTRATORS AND PARENTS

EXPERIENCE THE SCHOOL

 SENSE OF EFFICACY

 STAGE ENVIROMENTAL FIT

The Middle School Problem

TEACHERS: 7 th grade math compared to 6 th grade

 believed students needed to be disciplined and controlled significantly more

 rated students as significantly less trustworthy

 felt significantly less efficacious

The Middle School Problem II

 Teachers as less supportive, friendly, and fair than sixth-grade

 An increase, in:

– between classroom ability grouping,

– whole-class instruction,

– and social comparison of grades,

Programs that Develop and

Support Relationships

 Caring School Communities

 Responsive Classroom

 Open Circle

 Tribes

Where Is Your School On

This Continuum?

• Teacher Isolation

• Punitive Discipline

• Fragmentation

• Low Trust, Efficacy,

Expectations

• Poor Family-School

Collaboration

• Low Community Contact

• Diversity Challenged

• Staff Teams

• Relational/Positive

Discipline

• Coordination

• High Trust, Efficacy,

Expectations

• Family-School Partnership

• Community-School

Partnership

• Value and embrace diversity

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

86

Teachers

 Focused professional development

 Administrative support for teacher learning communities

 Consultation and mentoring

CLASS

[Classroom Assessment Scoring System]

Dimensions of Quality

Teaching

Positive Climate

Behavior

Management

Emotional Support

Negative

Climate

Teacher Sensitivity

Regard for

Student

Perspectives

Classroom Organization

Productivity

Instructional Learning

Formats

Concept

Development

Instructional Support

Quality of Feedback Language Modeling

Adapted from www.classobservation.com/what/dimensions

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

The Implications of

Freedom Writers

Students

Conditions Capacities

• 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

Behaviors

• 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

Families

Conditions

•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

Capacities

•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

Behaviors

•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

Teachers

Conditions

• 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

Capacities

• Accept responsibility for student learning and outcomes

Behaviors

• Deliver a rigorous and developmentally appropriate curriculum

• Mastery of the subject matter

• Deploy classroom resources to best support individual student learning • Accommodate individual student needs

• Create a collaborative classroom learning community • Can control and regulate own emotions

• Collaborate with colleagues and families

• Provide constructive feedback to students

• Personalize learning and differentiate instruction

• Continuously improve their own

• Create an orderly, respectful, and practice inclusive learning

Building & System Administrators

Conditions

• 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

Capacities

•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

Behaviors

• 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

How Do We Support An Individual’s

Capacity to Teach, Learn, &

Develop?

Relationships

* Connection

*Attachment

*Trust

*Care

*Respect

Social Emotional

Learning & Support

* Self-awareness

*Self-management

*Social-awareness

*Responsible Decision

Making

*Relationship skills

Positive Behavioral

Approaches &

Supports

*Positive Approaches to

*Discipline

*Design of the

*Environment

Learning & Teaching

Supports

*Effective Pedagogy

*Professional

Development

*Engagement

*Motivation

99

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

How do Higher Performing Schools

Engage Families and Community?

 Build trusting collaborative relationships among teachers, families, and community members

 Recognize, respect, and address families’ needs, as well as class and cultural difference

 Embrace a philosophy of partnership where power and responsibility are shared

(Henderson & Mapp, 2002)

1

0

3-Tier Model for Differentiating Strategies to Maximize Family Engagement.

Special efforts for a few families

.

Additional supports to boost some families.

Intensive: 3 rd Tier

Selective: 2 nd Tier

Opportunities afforded to all families.

Universal: 1 st Tier

1

0

Universal Strategies for ALL

Families:

1st tier.

 Create a welcoming environment

 Solicit family input

 Provide an orientation

 Establish ongoing communication

 Sponsor social activities

1

0

Selective Strategies to BOOST

Some Families: 2nd tier.

 Connect families with each other

 Offer families education and training

 Translate materials

 Solicit family input

 Recruit family members to serve on advisory groups

 Engage faith community

1

0

Intensive Strategies for Hard to

REACH Families: 3rd tier.

 Tailor approaches to each family

 Repair relationships between the student and their family

1

0

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

Fragmented, Quick, And Incomplete Measurement

Can Yield Partial And Distorted Views Of Reality

David Osher

Download