transitions april 2010 final

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Promising Practices in Transitions Programming: -Academic Considerations -Developmental Considerations -Systemic and Institutional Considerations -Promising Practices within a Social Justice Framework

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  • 1.Promising Practices inTransitions ProgrammingSAFE PASSAGES ALL-TEAM TRAININGMAY 4TH 2010, 9:00-3:00OUTLINE:ACADEMIC CONSIDERATIONSDEVELOPMENTAL CONSIDERATIONSSYSTEMIC AND INSTITUTIONAL CONSIDERATIONSPROMISING PRACTICES WITHIN A SOCIAL JUSTICEFRAMEWORK

2. Students in Transition:Academic ConsiderationsDEFINITION OF TRANSITION FOR THE PURPOSES OF THIS TRAINING:ACADEMIC- 5/6 AND 8/9SOCIO-EMOTIONAL DEVELOPMENTALFAMILIAL 3. Creation of Middle School Concept1965: only 5 percent of middle-grades schools in the United States were 6 - 8 or 5 - 8 middle schools2000: 69 percent were 6 - 8 or 5 - 8 middle schoolsCreated to:Meet the developmental needs of young adolescentsCreate smaller teaching and learning environmentsReduce overcrowding, poor facility use, and racial segregation** D. MacIver, A. Ruby, 2010. Education Encyclopedia: Middle Schools. 4. 5th / 6th Grade Transition The transition from elementary to middle school is wheretest scores plummet, truancy increases and a commitmentto school and community erode (City of Oakland OFCY Strategic Plan). In 2009, 66% of California 4th graders scored proficient oradvanced in Math, compared to 43% of 7th graders. (CaliforniaDepartment of Education, 2009). By the time students reach 9th grade, their sense ofconnection to the community declines and theirconnections with caring adults diminish (California Healthy Kids Survey,2009). It is in middle school that youth also feel the most unsafeand the highest proportion of youth feel the need to carryweapons (California Healthy Kids Survey, 2009). 5. 8th / 9th Grade Transition Instead of academically struggling in school like middle school students,struggling high school students often drop out. In 2009, four public entitiesOUSD, the Alameda County ProbationDepartment, Alameda County Social Services and the City of Oaklandcoordinated data in an effort to identify youth most in need of intervention, aswell as the most opportune time to intervene. The data indicated that over 800youth living in Oakland were sent to the County Juvenile Detention Center atleast once during the 2007-08 school year. Among that population, only 370fewer than halfreturned to Oakland public schools after release fromdetention. Among those students, almost half were 9th graders. During the 2007-08 school year, 1,632 students were designated as drop-outsin OUSD. Nearly half of these students (49%) were 9th graders. These indicators demonstrate an intense level of disconnect from theeducational process and an even greater need for academic and socio-emotional support.** Safe Passages, 2009. All Rights Reserved. 6. Whats not working?Lack of developmental knowledge of the needs of middle school studentsLack of specialized teacher and principal preparation for teaching middle school studentsLack of culturally competent, socially conscious frameworks for the engagement and academic success of all studentsNeed better communication along the elementary- middle-high school continuum for struggling students 7. What is working? Structural changes in middle-grades education - how students andteachers are organized for learning - have been fairly widespread andhave produced good results" (Anthony Jackson and Gayle Davis ,2000) Focus on relationships- schools-within-schools, looping, subjectcoring, block schedules, and common prep periods. Such reforms have been found to increase students well-being andperceptions that their teacher cares about them and their learning, andto strengthen teacher - student relationships. In turn, when middle-grades students perceive their teachers care about them and theirlearning, they are more likely to report that they try to do what theirteachers ask them to do and give their best effort in class, and they areless likely to engage in risky behaviors. 8. Promising Practice # 1:Improve the Teaching and Learning EnvironmentRecommendations: Create smaller learning environments and groups Form teams of teachers and students Assign an adult advisor for every student Teach young adolescents to think critically, be active citizens, anddevelop healthy lifestyles Expand opportunities for learning, career guidance and youth service Give teachers greater influence in the classroom Designate leaders for the teaching process Ensure student access to social and health services Establish schools as health-promoting environments Offer families opportunities to support learning at home and at school,roles in school governance and keep parents informed Augment resources for teachers and students**Carnegie Council on Adolescent Development on transforming middle grade schools. Turning Points: Preparing Students for the 21st Century 9. Promising Practice # 2: Emphasize early identification and proactive intervention for struggling studentsRecommendations: School leaders must pay close attention to the assessment andcareful placement of students who are learning english. Records of entering students should be reviewed thoroughly forpossible warning signs of academic vulnerability and need for support. Subject area teachers, intervention teachers and parents should meetto develop and monitor student intervention plans. A comprehensive range of required and voluntary strategiesshould be used to intervene on behalf of students who are two or moreyears below grade level, or at risk of failure in the current school year.**Gaining Ground in the Middle Grades: Why Some Schools Do Better. www.EdSource.org 10. Students in Transition:Developmental ConsiderationsADOLESCENT DEVELOPMENTYOUTH DEVELOPMENT 11. Promising Practice # 3: Use Youth Development Principles Youth Development Framework for Practice Developed by CNYD in collaboration with Michelle A. Gambone (YDSI) and James P. Connell (IRRE) 2003 CNYD. All rights reserved 12. Students in Transition: Systemic & Institutional ConsiderationsDEFINITION: SYSTEMIC AND INSTITUTIONAL 13. How oppression affects teaching and learning Educators bring their unaware biases to their work and relationships with each other andstudents. They relate to people differently as a result of these biases. Individual biases, values, and actions get institutionalized in policies and practices. Children internalize the messages and mistreatment they get from the society. Thesemessages undermine their confidence, install recordings of passivity and hopelessness,and interfere with their inherent curiosity. We still deal with these messages as adults. The education system does not provide the support or time necessary for(and sometimes actively impedes) the building of alliances between individualsfrom different groups, e.g. people of color / whites / LGBTQ / immigrants / men / women/ abled / differently abled, etc.. Experiencing oppression diverts attention away from learning and interferes withteaching and leadership. Policies, even those pronounced as being for the benefit of under-represented students,often perpetuate the oppression because they have not been thought through.* Additional examples: Other Peoples Children by Lisa Delpit*Adapted by BayCES from National Coalition for Equity in Education (NCEE) 14. OUSD High School Graduation Rates2007 OUSD Graduation Statistics:OUSD graduates: 1,646Graduation rate: 65.3%12th grade enrollment graduation rate: 87.8%Adjusted grade 9-12 derived dropout rate: 37.6%Graduates with UC/CSU requirements: 37.8%Number of students taking the SAT: 1,000Average SAT score (out of 2400): 1279**Oakland Unified Website www.ousd.k12.ca.us 15. School to Prison Pipeline The phrase "school-to-prison pipeline" conceptually categorizes anambiguous, yet seemingly systematic, process through which a widerange of education and criminal justice policies and practicescollectively result in students of color being disparately pushed out ofschool and into prison. Zero-tolerance and academic tracking policiesillustrate how the intersection of education and criminal justice policiesleads to disparate minority student pushout and potentialincarceration.** Katherine May, By Reason Thereof: Causation and Eligibility Under the Individuals with Disabilities Education Act 16. Promising Practice # 4Adopt a Social Justice FrameworkDo the personal work to raise your understanding of bias and how it affects your work with students, families and staffExamine the data- academic, behavioral, disciplinary Sources: COST Monthly Data, Mid-Year Reports, CDE, CHKS, AERIES Help parents and students understand theireducational rights Advocate, Advocate, Advocate 17. Promising Practices Summary Promising Practice # 1:Help improve the teaching and learning environment Promising Practice # 2:Emphasize early identification and proactive intervention for strugglingstudents Promising Practice # 3:Use Adolescent Development Knowledge and Youth DevelopmentPrinciples Promising Practice # 4Adopt a Social Justice Framework 18. Students in Transition:Promising Practices Summary PROMISING PRACTICE # 1: HELP IMPROVE THE TEACHING AND LEARNING ENVIRONMENTPROMISING PRACTICE # 2: EMPHASIZE EARLY IDENTIFICATION AND PROACTIVE INTERVENTIONFOR STRUGGLING STUDENTSPROMISING PRACTICE # 3:USE ADOLESCENT DEVELOPMENT KNOWLEDGE AND YOUTH DEVELOPMENT PRINCIPLESPROMISING PRACTICE # 4 ADOPT A SOCIAL JUSTICE FRAMEWORK