Wednesday, September 19, 2007

David Osher

Measuring Measuring Conditions for Conditions for LearningLearning

Friedman, 2007

Drop out rate

TrendTrend

Not OK

Turning the Curve

Using Data & Indicators To Promote Change

Indicators that matterIndicators that matter All Indicators are not created equal

What are the levers for change What are the outcomes that matter What outcomes support collaboration

The problem of too many indicators Drowning in data Data versus information What is actionable

The problem of not having the right indicators

What to assess

What gets assessed gets addressed, so there must be practical, efficient ways for schools to address these factors

9 10 11 12

On Track to Thrive

On Track

Off Track

What’s your standard& What do you base it on?

What factors affects What factors affects learning and developmentlearning and development

Health Physical and mental

Academic Quality of Instruction Quality of Curricula Opportunities to learn

Social Social Relationships

E.g., Family-School Behavioral Social-Emotional

Organizational

Experience of SafetySocial Emotional CapacityAuthentic Challenge Caring Connection & Support

AppropriatePedagogies & CurriculaDifferentiated InstructionLearning Environment

Opportunities To LearnCultural CompetenceOrganizational EfficacyInstructional Leadership

Conditions for Learning

HealthMental HealthPhysical Health

Social & Emotional Pedagogical

Why Should You be Why Should You be Concerned with Conditions Concerned with Conditions for Learning?for Learning?

Key to addressing the educational needs of children and youth who are neglected, delinquent, or at-risk of involvement in the juvenile justice system

Key to ensuring that these students have the same opportunities to achieve as students in regular community schools

Necessary for successful transitions

Low Hanging Fruit that can affect other outcomes

Social and Emotional Social and Emotional Conditions for LearningConditions for Learning

Students are supported

Students are socially capable

Students are safe

Students are challenged

Meaningful connection to adults

Strong bonds to school

Positive peer relationships

Effective and available support

Emotionally intelligent and culturallycompetent

Responsible and persistent

Cooperative team players

Contribute to school and community

Physically safeEmotionally and socially safe

Treated fairly and equitably

Avoid risky behaviorsSchool is safe and orderly

High expectationsStrong personal motivation

School is connected to life goals

Rigorous academic opportunities

Why Are Conditions For LearningWhy Are Conditions For LearningImportant – the Social Context of Important – the Social Context of LearningLearning

Zone of Proximal Development (Vygotsky) personalization differentiated instruction scaffolding

The Zone of Proximal The Zone of Proximal Development for Learning & Development for Learning & DevelopmentDevelopment

Nakkula, M. J., & Toshalis, E. (2006). Understanding youth: Adolescent development for educators. Cambridge: Harvard Education Press.

support

chal

len

ge

ZPD(fr

ustra

tion)

(bore

dom)

Why Are Conditions For Learning Why Are Conditions For Learning Important? The Neurochemistry and Important? The Neurochemistry and Neurobiology Neurobiology of Learningof Learning

attending concentrating memorizing

What happens if the learner What happens if the learner (or teacher) is(or teacher) is

angry, anxious, depressed, fearful, frustrated, upset, traumatized, worried, sad, otherwise distressed?

lacks the skills and neuronal networks to handle emotional arousal?

Support SafetySocial

Responsibility Challenge

All

Some

Few

A Differentiated Approach to Student Support and Conditions for Learning.

http://www.cpstoolkit.com

Safeguarding Our Children: An Action Guide, Revised and Expanded (Sopris West)

Teaching and Working with Children with Emotional and Behavioral Challenges (Sopris West)

Addressing Student Problem Behavior (Parts 1, 2, 3) (CECP)

“Schools Make a Difference,” in Racial Inequity in Special Education, The Civil Rights Project at Harvard University and the Harvard Education Press

Resources: MaterialsResources: Materials

ResourcesResources Learning First Alliance. (2001). Every Child Learning:

Safe & Supportive Schools. Washington: DC: Author

Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs. Chicago: Author.

Zins, J.E., Weissberg, R.P., Wang, M.C., & Walberg, H.J. (Eds.). (2004).Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.