rebuilding for learning enhancing school improvement: addressing barriers to learning and...

Rebuilding for Learning

Enhancing School Improvement:

Addressing Barriers to Learning

And Re-engaging Students

The Imperative for a Comprehensive System of

Learning Supports

Trend in NAEP reading average scores for 9-year-old students

Trend in NAEP reading average scores for 13-year-old students

Trend in NAEP reading average scores for 17-year-old students

The Nation’s Report Card – National Center for Education Statistics

Three Lenses for Seeing

What’s Missing in School Improvement Planning

Caution: Don’t misinterpret the term

• Barriers to Learning

It encompasses much more than a deficit model of students.

And, it is part of a holistic approach that emphasizes the importance of

• Protective Buffers (e.g., strengths, assets, resiliency,

accommodations)and

• Promoting Full Development

ABOUT SCHOOL ENGAGEMENT AND

RE-ENGAGEMENT A growing research literature is addressing these matters. For example, see:

“School Engagement: Potential of the Concept, State of the Evidence” (2004) by J.

Fredricks, P. Blumenfeld, & A. Paris. Review of Educational Research, 74, 59-109.

These researchers conclude:

Engagement is associated with positive academic outcomes, including achievement and persistence in school; and it is higher

in classrooms with supportive teachers and peers, challenging and authentic tasks,

opportunities for choice, and sufficient structure.

Engagement is defined in three ways in the research literature:

• Behavioral engagement draws on the idea of participation; it includes involvement in academic and social or extracurricular activities and is considered crucial for achieving positive academic outcomes and preventing dropping out.

• Emotional engagement encompasses positive and negative reactions to teachers, classmates, academics, and school and is presumed to create ties to an institution and influence willingness to do the work.

• Cognitive engagement draws on the idea of investment; it incorporates thoughtfulness and willingness to exert the effort necessary to comprehend complex ideas and master difficult skills.

A Key Outcome of Engagement is Higher Achievement. The evidence from a variety of studies is summarized to show that engagement positively influences achievement

A Key Outcome of Disengagement is Dropping Out. The evidence shows behavioral disengagement is a precursor of dropping out.

Developing a System to Address Barriers to Learning and Teaching and

Re-engage Students in Classroom Instruction

Four Fundamental and Interrelated Concerns

Policy Revision

Framing Interventions toAddress Barriers to Learning and Teaching into a Comprehensive System of Interventions

Rethinking Organizationaland Operational Infrastructure

Developing Systemic Change Mechanisms for Effective Implementation, Sustainability, and Replication to Scale

Additionally, because of the overemphasis on using extrinsic reinforcers in all aspects of efforts to improve schools, we find it essential to re-introduce a focus on intrinsic motivation.

The real difficulty in changing the course of any

enterprise lies not in developing new ideas

but in escaping old ones.

John Maynard Keynes

Moving Forward:

Enhancing Policy for

School Improvement

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In 2002, the Council of Chief State School Officers has adopted the following as the organization’s new mission statement:

CCSSO, through leadership, advocacy, and service, assists chief state school officers and their organizations in

achieving the vision of an American education system that

enables allchildren to succeed in school,

work, and life.

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Defining a System of Learning Support for Policy Purposes*

Learning supports are the resources, strategies, and practices that provide physical, social, emotional, and

intellectual supports intended to enable all pupils to have an equal opportunity for success at school.

To accomplish this, a comprehensive, multifaceted, and cohesive learning

support system should be integrated with instructional efforts and interventions provided in classrooms and schoolwide to address barriers to learning and teaching.

*From: Proposed legislation in California to establish a

Comprehensive Pupil Learning Support System

Moving Forward:

Framing Interventions to

Address Barriers to Learning

and Teaching into a Comprehensive System of

Learning Supports

School systems are not responsible for meeting every need of their students.

But . . .

when the need directly affects learning, the school must meet the challenge.

Carnegie Task Force on Education

Examples of Initiatives, programs and services

>positive behavioral supports >programs for safe and drug free schools >full service community schools & Family Resource Centers>Safe Schools/Healthy Students >School Based Health Center movement>Coordinated School Health Program>bi-lingual, cultural, and other diversity Programs>re-engaging disengaged students>compensatory education programs>special education programs>mandates stemming from the No Child Left Behind Act>And many more activities by student support staff

Governance and Resource Management

(Management Component)

Policy Umbrella for School Improvement Planning Related to Addressing Barriers to Learning

Addressing Barriers to Learning/Teaching (Enabling or Learning Supports Component –

an umbrella for ending marginalization by unifying the many fragmented efforts and evolving a comprehensive approach)

Direct Facilitation of Learning(Instructional Component)

Toward a Unifying Intervention Frameworkfor a Comprehensive System of Learning Supports

(1) An essential continuum of interventions conceived as three levels of interconnected systems: • systems for promoting healthy development and

preventing problems • systems for responding to problems as soon after onset

as is feasible • systems for providing intensive care (2) Basic arenas for school intervention are categorized into major clusters based on content focus. For a learning supports component, the arenas are conceived as enabling a school to:

>enhance classroom-based efforts to enable learning

>provide support for transitions

>provide prescribed student and family assistance

>increase home involvement in schooling

>respond to and prevent crises

>outreach to increase community involvement & support

(3) The combined continuum and the content areas provide the framework for a comprehensive, multifaceted, and cohesive system of learning supports

To ensure all students have an equal opportunity to succeed at school, a system of learning supports (an enabling component) must:

(1) address interfering factors

(2) re-engage students who have become disengaged from

classroom instruction.

An Enabling or

Learning Support Component

Defining Major Arenas

that every school needs to operationalize in order to

address barriers to learning

EVERY DAY

School

Banks

Police Day care Center

Faith-based Institutions

Higher Education Institutions

Local Residents

Businesses

Restaurants

Health & Social Services Agencies

Community Based Orgs.; Civic Assn.

Media

Artist & Cultural

Institutions

Library

Senior Citizens

Excerpted from: J. Kretzmann & J. McKnight (1993). Building Communities from the Inside out: A Path Toward Finding and Mobilizing a Community’s Assets. Chicago: ACTA Publications.

Community Involvement & Engagement

We just missed the school bus.

\ Don’t worry. I heard the \ principal say no child \ will be left behind.

/

Moving Forward:

Rethinking Organizational and

Operational Infrastructure

#################################

Developing a Comprehensive System of Learning Supports (an Enabling Component) involves reworking the organizational and operational infrastructure for

> schools

> feeder patterns

> districts (and departments of education)

> school-community collaboratives

In reworking infrastructure, it is essential to remember

Structure

Follows

Function!

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Key Mechanisms

• Administrative Leader

(e.g., 50% FTE devoted

to component)

• Staff Lead for Component

• Staff Workgroups

Overview of Major Phases and Steps in Establishing a Comprehensive

System of Learning Supports

First Phase –

Creating Readiness & Commitment

Second Phase –

Start-up and Phase-in:

Building Infrastructure and Capacity

Third Phase –

Sustaining and Evolving:

Enhancing Outcomes

Fourth Phase –

Generating Creative Renewal

and Replication to Scale

Building Capacity for Engagement & Re-engagement:

Staff Development Focusing on

Intrinsic Motivation

For Staff Development:

(1) Enhancing understanding of

intrinsic motivation

(2) How to reduce overemphasis on

behavior control to minimize

psychological reactance and

disengagement

(3) How to re-engage students who

have become disengaged

E x VExpectancy times value equals motivation

• “E” represents an individual's expectations about outcome (in school this often means expectations of success or failure).

• “V” represents valuing, with valuing influenced by both what is valued intrinsically and extrinsically. Thus, in a general sense, motivation can be thought of in terms of expectancy times valuing.

Such theory recognizes that human beings are thinking and feeling organisms and that intrinsic factors can be powerful motivators.

This understanding of human motivation has major implications for learning, teaching, parenting, and mental health interventions.

###############################

I suspect that many children

would learn arithmetic,

and learn it better,

if it were illegal.

John Holt (1989)

###############################

Learner Options to Enhance Motivation and Learning

Learner Options include:

Content - Students should be able to explore content that has personal value.

• Expanding options to include a wide sampling of topics that are currently popular with the majority

of students (e.g., animals, sports, music)• Ask students to identify additional topics they

would like included • Options the teacher identifies as important and

worthwhile.

Process - Students should be helped to pursue outcomes and levels of competence that reflect their

continuing interest and effort.

Process outcomes can be expanded by adding

• procedures that are widely popular (e.g., video or audiovisual materials)

• those of special interest to specific students, or• those newly identified by the teacher.

Structure- It is expected that those with the lowest motivation are likely to need the most support

and guidance. At the same time, they are likely not to seek help readily. Moreover, those with avoidance motivation tend to react

negatively to structure they perceive as used to control them.

Decision Making to Enhance Motivation and Learning

Are students competent to make good decisions?

Learning to make decisions should be a basic focus of instruction.

• Decisions about participation are the primary foundation upon which all other decisions rest.

Helping students make decisions

1. The student must understand the value of making his or her own decisions.

2. The process must include ways for students to actively sample and select from available

options and to propose other when feasible.

3. Working out problem details should be done as soon as choices are made.

4. From the moment the student begins an activity, it is important to monitor motivation.

Decision Making to Enhance Motivation and Learning

Are students competent to make good decisions?

Learning to make decisions should be a basic focus of instruction.

• Decisions about participation are the primary foundation upon which all other decisions rest.

Helping students make decisions

1. The student must understand the value of making his or her own decisions.

2. The process must include ways for students to actively sample and select from available

options and to propose other when feasible.

3. Working out problem details should be done as soon as choices are made.

4. From the moment the student begins an activity, it is important to monitor motivation.

Intrinsic Motivation – A Few References From the Center:

» Revisiting Learning & Behavior Problems: Moving Schools Forward (book-length)

» Enhancing Classroom Approaches for Addressing Barriers to Learning: Classroom-Focused Enabling (a guidebook)

» Accompanying Readings & Tools for Enhancing Classroom Approaches for Addressing Barriers to Learning: Classroom-Focused Enabling

» Classroom Changes to Enhance and Re-engage Students in Learning (a training tutorial)

» Re-engaging Students in Learning (a very brief Quick Training Aid)

A few other general resources:

• Why we do what we do. By E. L. Deci with R. Flaste (1995). New York: Penguin Books.

• Also, a second edition of Jere Brophy''s book Motivating Students to Learn came out this year and might be of interest (Erlbaum).

• Engaging schools: Fostering high school students’ motivation tolearn by National Research Council (2004). D.C.: National Academies Press.

• Motivation to learn: From theory to practice (3rd ed.) By D.J. Stipek (1998). Boston: Allyn & Bacon.

• “School engagement: Potential of the concept, state of the evidence (2004) by J. Fredericks, et al., Review of Educational Research, 74, 59-109

• For both a theoretical foundation and applications to education, psychotherapy, and the workplace, see Ed Deci & Richard Ryan

(1985). Intrinsic motivation and self‑determination in human behavior. New York: Plenum.

Getting from Here to There

• enhancing understanding

of systemic change

• taking action

Implementing innovation =

Systemic change =

Escaping old ideas

How do we get from here to there?

Is this your systemic change process?

Questions????

Concerns . . .

Comments!!!!!!!!!!!!