Improving Student Achievement:Improving Student Achievement: Learning SupportsLearning Supports

Common Agency Learning SessionAugust 16, 2005

Grant Wood Area Education Agency

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Learning SupportsLearning Supports Planning Committee

Julie Barnd, School Social WorkerRoxann Dittmer, Early Access SpecialistKatie Goddard, School Social WorkerDaryl Hanneman, School PsychologistTrish Schultz, School Social Worker Anne Taylor, School Improvement ConsultantDenese Toomey, School Social Worker

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Goals for this SessionTo become acquainted with the concept of

Learning SupportsLearning Supports

To develop an interest in learning more about Learning SupportsLearning Supports

To plan how we may each contribute to Learning SupportsLearning Supports

To develop a common vocabulary pertaining to Learning SupportsLearning Supports

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We plan to...• Describe Learning SupportsLearning Supports services• Identify barriers to learning• Discuss some pertinent GWAEA data• Discuss internal vs. external LEA data• Discuss the relationship between Learning SupportsLearning Supports

and: – Instructional Decision Making (IDM)– Iowa Professional Development Model (IPDM)

• Discuss the research base for Learning SupportsLearning Supports

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Additional Learning Supports Information is Available on the

GWAEA Website:

• Go to GWAEA homepage

• Click on:– Curriculum, Instruction, & Assessment– Learning Supports

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The VisionThe 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.

7

Point

Change is necessary

to ensure

that all children

have an equal opportunity

to succeed

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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 SupportsLearning Supports,, Spring, 2004 - present

The Iowa Department of Education...

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Additional Background Information

• Iowa Collaboration for Youth Development (ICYD), 2004 – present– A state-wide interagency partnership designed to

better align policies and programs for youth-related 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

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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 SupportsLearning 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

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Learning SupportsLearning Supports are not:– An initiative

– Attached to a distribution of funds

Learning SupportsLearning 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 SupportsLearning 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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Pupil Services

Special Education

Physical Education

After-School Programs

Psychological Testing

Health Education

HIV/Aids Prevention

Health Services

Clinic

Nutrition Education

School Lunch Program

Drug Prevention

Drug Services

Counseling

Smoking Cessation For StaffCodes of Discipline

Pregnancy Prevention

Social Services

Child Protective Services

HIV/AIDS Services

Community-Based Organizations

Mental Health Services

Juvenile Court Services

Violence & Crime Prevention

School

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.

Which of these address student learning?

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Learning SupportsLearning Supports Defined...

• Wide ranging strategies, programs, services, and practices that are implemented to create conditions and environments that promote student learning.

• Learning SupportsLearning 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

opportunity to succeed in school

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Learning SupportsLearning Supports Purpose...

To enhance Iowa’s existing system of Learning SupportsLearning 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 SupportsLearning 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

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Who Provides Learning Supports?Learning Supports?

• In schools, Learning SupportsLearning Supports may be provided by administrators, general education teachers, special education teachers, student service personnel, paraeducators, support staff, and other staff.

• Provision of Learning SupportsLearning 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.

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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

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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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Academic Instruction Component

(Direct facilitation of learning)

Leadership Component

(Governance and Resource

Management)

Learning Supports Component

(Addressing Barriers to Development & Learning)

Three Components for Guiding School Efforts to Enhance Student Outcomes

All Iowa youth are

successful in school

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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?

• 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 Statistics2000 Family Poverty Data (0 – 5)

www.kidscount.org

GWAEA County Ranking

(1 – 99)

Percentage

Benton 17 6.6

Cedar 4 5.0

Iowa 3 4.9

Johnson 28 7.7

Jones 50 9.5

Linn 22 6.9

Washington 30 8.0

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Poverty Trends in AEA 10 (K-12)% of Students Eligible for

Free or Reduced-Price School MealsSource: 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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Barriers to

Learning

Learning Learning SupportsSupports

Successful in School

Core Instruction

Range of Learners

= Motivationally ready & able to learn

1

2 =

Encounter some barriers and may be lacking prerequisite knowledge & skills

3 =

Encounter complex and intensive barriers to learning

1. Supplements to Instruction

2. Family Supports and Involvement

3. Community Partnerships

4. Safe, Healthy, and Caring Environments

5. Transitions

6. Child/Youth Engagement

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Barriers to

Learning

Learning Learning SupportsSupports

Successful in School

Core Instruction

Range of Learners

= Motivationally ready & able to learn

1

2 =

Encounter some barriers and may be lacking prerequisite knowledge & skills

3 =

Encounter complex and intensive barriers to learning

Focusing solely on instruction will not

help students in groups 2 & 3 succeed

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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...Test scores have flattened out...The Plateau EffectThe Plateau Effect

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Point

Student proficiency will plateau

unless

the learning environment is restructured

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Content for Learning SupportsLearning Supports

• By organizing the content for Learning SupportsLearning 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, Learning Supports, cont.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

• For all students 70 – 75%

• For some students 20 – 25%

• For a few students 1 – 7%

SupplementalSupplementalInstructionInstruction

IntensiveIntensiveInstructionInstruction

CoreCore InstructionInstruction

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The Six Content Areas:

1.1. Supplements to Instruction:Supplements to Instruction:Fostering healthy cognitive, social-emotional, and physical development

2.2. Family Supports and Involvement:Family Supports and Involvement:Promoting and enhancing (not blaming) the involvement of parents and family members in education

3.3. Community Partnerships: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.

4.4. Safe, Healthy, and Caring Environments: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. Transitions5. TransitionsEnhancing the school's ability to address a variety of transition concerns that confront children, youth, and their families

6. Child/Youth Engagement6. Child/Youth EngagementProviding opportunities for youth to be engaged in and contribute to their communities

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Point

There are six content areas

for

Learning SupportsLearning Supports

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Quick Reflection

• Name 10 things you have learned about Learning SupportsLearning 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 K-12 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

(1-99)Percentage

Benton 16 51.3

Cedar 26 48.8

Iowa 76 39.1

Johnson 9 52.8

Jones 44 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

• 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.

• 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.

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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, de-categorization 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

88 89

72 74

62

63

0

20

40

60

80

100

6TH 8th 11th

1999

2002

I care about my school.

I try to do my best in school.

I plan to finish high school.

I do the homework that is assigned.

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IYS Example: Staff/Student Support

59.8

35.4

21.5

62

3926.4

0

20

40

60

80

100

1999 2002

6TH

8TH

11TH

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.

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

•Liking School

•Perceiving that teachers are supportive & caring

•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

Attendance

Academic performance

School completion rates

Incidents of fighting, bullying, or vandalism

Blum, et al

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Again,Again, Learning Supports Learning Supports align with

• The Instructional Decision Making Model (IDM) components:– Core– Supplemental – Intensive

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IDM, Academics, & Learning Supports

Academic Activities Learning Supports

Academic Activities Learning Supports

Core/School-wide ActivitiesAll students

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IDM, Academics, & Learning Supports

Academic Activities Learning Supports

Academic Activities Learning Supports

•Supplemental Services

•Some students

Core/School-wide ActivitiesAll students

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IDM, Academics, & Learning Supports

Academic Activities Learning Supports

Academic Activities Learning Supports

•Supplemental Services

•Some students

•Intensive Services•A few students

•Core/School-wide Activities•All students

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Learning SupportsLearning 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

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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?

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Research Base for Learning SupportsLearning Supports

• The Content Network website for Learning SupportsLearning 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 SupportsLearning SupportsWill soon be added to the Iowa Department of EducationWill soon be added to the Iowa Department of Education

Content Network website: 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

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Point

A wealth of information

is currently available to guide

Learning SupportsLearning Supports

decision-making

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Learning Supports Teams Will

• Assess needs

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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

• 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

• 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

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Point

Learning SupportsLearning Supports teams

are needed

for each building or family of buildings

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Putting it all together

Learning SupportsLearning 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

84

Point

Motivation for

Learning SupportsLearning Supports

comes from the desire

to achieve better outcomes

for all youth

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Thanks. Have a great year!

Julie, Roxann, Katie, Daryl, Trish, Anne, & Denese