2009 January Conference Office of Superintendent of Public Instruction

1. 2009 January Conference Office of Superintendent of Public Instruction

2. Learning and Teaching Support Presenters Mona JohnsonGreg WilliamsonRon HertelAnnie BlackledgeTravis SmithPam O’Brien Kathleen Sande

3. Washington State’s Goal for Education “The goal of the Basic Education Act...…Shall be to provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives.” RCW 28A.150.210

4. Is safe, civil, healthy andintellectually stimulatingwhere students are engaged in learning and are committed to acquiring the knowledge, attitudes, skills and behaviors to succeed in the 21st century. Such an environment must be supported by weaving together the resources of students, families, communities, and school staff. A Supportive Learning Environment

5. The Whole Learner Intellectual (Problem solving / creativity) Emotional Physical (Resiliency / empathy) (Stamina) All components are interdependent

6. To Learn Effectively, Children Must: • Have full access to educational opportunities • Feel valuable and supported • Attend a safe, properly functioning school • Have minimal distractions • Have optimal health

7. Response to Intervention

8. Response to Intervention Core Principles: • Use all resources to teach all children. • Intervene early. • Use a problem solving model to make decisions.(FBA) • Make data based decisions. • Use multi-tier model of service delivery. • Deliver scientific, research based interventions with fidelity according to the intervention plan.

9. Pyramid of Interventions Indicated 5% - 10% Selected 15% - 25% Universal 65% - 80%

10. Assessment of Your School

11. Emma and Kathy Kathy Engaged in school and activities B student Set goal to graduate from high school and attend business school (first in family) Has positive view of the future Feels very connected to mother and younger siblings Good social skills- veryoutgoing and polite Popular at school- lots of friends Perspective; good at problem solving Good sense of humor Emma Pregnant Lives with boyfriend’s family Boyfriend suspected of using and selling drugs Depressed-withdrawn Struggling in school- grades dropped at least one grade this academic year Mother and stepfather not supportive of pregnancy and boyfriend ; kicked her out of the house History of sexual abuse by biological father Family history of poverty; no family member graduated form high school

12. The Power of Observation

13. Assessing the Learning Environment- Data • Demographics • Age, gender, race/ethnicity, • Poverty • Student turnover • Substance abuse/mental health • Community geo-demographic indicators • Sources • WSIPC, school surveys, community archival data—county profiles, Healthy Youth Survey

14. Assessing the Learning Environment- Data • Perceptions • Students • Staff • Parents • Community • Sources • School survey, focus groups, key informant interviews, Healthy Youth Survey

15. Support Service Functions Three categories: • Direct services and instruction • Coordination, development, and leadership related to programs, services, resources, and systems; • Enhancement of connections with community resourcesAdelman and Taylor, 1993, 1997; Center for Mental Health in Schools, 2001; Taylor and Adelman, 1996

16. Important Research Findings: Two key indicators for lowering the risk of a child's involvement in negative behavior and improvements in academic achievement: • Connectedness to a parent • Connectedness to a school based adult Journal of the American Medical Association (2004)

17. Conceptual Framework for School Improvement RELEVANCE RIGOR PERSONALIZED LEARNING RELATIONSHIPS Daggett

18. Adverse Childhood Experiences(ACE’s)

19. Brain Development Patterns • INDIVIDUAL • Edgy • Hot temper • Impulsive • Hyper vigilant • “Brawn over brains” OUTCOME Individual & species survive the worst conditions. BRAIN Hormones, chemicals & cellular systems prepare for a tough life in an evil world TRAUMATIC STRESS Dissonance between biological expectations & social reality fuels psychiatric disorders NEUTRAL START • INDIVIDUAL • Laid back • Relationship-oriented • Thinks things through • “Process over power” OUTCOME Individual & species live peacefully in good times; vulnerable in poor conditions BRAIN Hormones, chemicals & cellular systems prepare for life in a benevolent world Adapted from the research of Martin Teicher, MD, Ph.D

20. Consequences of Biological Outcomes • COGNITIVE • Slowed language development • Attention problems (ADD/ADHD) • Speech delay • Poor verbal memory/recall • Loss of brain matter/IQ • SOCIAL • Aggression & violent outbursts • Poor self-control of emotion • Can’t modify behavior in response to social cues • Social isolation—can’t navigate friendship • MENTAL HEALTH • Poor social/emotional development • Alcohol, tobacco & other drug abuse—vulnerable to early initiation • Adolescent & adult mental health disorders—especially depression, suicide, dissociative disorder, borderline personality disorder, PTSD

21. Adverse Childhood Experiences (ACEs) • Child physical abuse • Child sexual abuse • Child emotional abuse • Neglect • Mentally ill, depressed or suicidal person in the home • Drug addicted or alcoholic family member • Witnessing domestic violence against the mother • Loss of a parent to death or abandonment, including abandonment by divorce • Incarceration of any family member

22. Trauma and Learning

23. Washington State Statistics 2005 - 11.6% below poverty level ($19,500 for a family of four) 2001 – Poverty rate was 9.9% 2004- WSPD - 52,055 domestic violence calls 2005 - 14% of students experiencing cultural transitions speak a language other than English 2007 – 76,000 CA/N referrals – investigated 42,000 – Over 10,000 children placed in foster care and another 12,000 living with relatives

24. Personalized Trauma • Child abuse and neglect • Cultural transition/language barriers • High level of responsibility at home • Poor health/injury of either the student or family member • Death of a significant person • Loss of a relationship • Foster care • Disability(ies) • Poverty • Homelessness • Pregnancy • Incarceration • Military Deployment • Mental Health/ Substance Abuse • Criminal involvement • Bullying and harassment in school or community

25. Complex Trauma The term complex trauma describes the dual problem of children's exposure to multiple traumatic events and the impact of this exposure on immediate and long term outcomes. Focal Point, 2007, Cook, Spinzzola, Ford, Lanktree

26. Complex Trauma is a major precursor to behavioral and emotional problems • 75% of children/families who experience multiple forms of family violence receive no service(Multiple National and Local studies) • 21% of children experience a severe emotional disturbance annually—less than 20% of this group receive a specific service targeted to social and emotional development (Kutash et al., 2006) • Victims of maltreatment are 12 times as likely to attempt suicide • Child witnesses to family violence are 6 times as likely to commit suicide

27. Trauma Visibility

28. Massachusetts Advocates for ChildrenHelping Traumatized Children Learn

29. Flexible Framework for Trauma Sensitive Schools • School wide infrastructure and culture; • Staff training; • Linking with Community Partners; • Academic instruction for traumatized children; • Nonacademic strategies; and • School policies, procedures, and protocols

30. Resilience

31. Resilience: The capacity to rise above adversity and to forge lasting strengths in the struggle. It is the means by which children/adults can rebound from hardship and emerge as strong, healthy individuals able to lead gratifying lives, albeit with some scars to show for their experiences. Wolin and Wolin

32. Ingredients of ResilienceCrucial “C’s” Competence Confidence Connection Character Contribution Coping Control Dr. Kenneth Ginsburg, American Academy of Pediatrics

33. Resilient Children • “A resilient child is one who bounces back from adversity and continues to function reasonably well, despite continued exposure to risk” Gilligan, 1997 • Resilient youth share: • Self-esteem and self confidence • Sense of self-efficacy - a belief in their ability to affect their own lives • A range of social, problem solving approaches • One significant adult • External support system

34. Social Emotional Learning (SEL)

35. What is SEL? • The process through which children and adults acquire the skills to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively • These skills provide the foundation for academic achievement, maintenance of good health, and civic engagement in a democratic society CASEL http://www.casel.org

36. How SEL Supports Good Outcomes for Kids Safe, Caring, Challenging, Well- Managed , Participatory Learning Environments Greater Attachment, Engagement, & Commitment to School Better Academic Performance and Success in School and Life • Teach SEL • Competencies • Self-awareness • Social awareness • Self-management • Relationship skills • Responsible • decision making Less Risky Behavior, More Assets, More Positive Development Slide Courtesy of CASEL

37. The Value of Partnerships – Schools Can’t do it Alone!

38. Supporting Success for ALL Kids Instructional Component Learning Environment Component Community Family School Management Component Howard Adelman & Linda Taylor Department of Psychology, UCLA

39. Community Resources (facilities, stakeholders programs, services) School Resources (facilities, stakeholders programs, services) SYSTEMIC COLLABORATION Systems of Prevention Primary prevention (low end need/low cost per individual programs) • Examples: • Public health and safety • programs • Prenatal care • Immunizations • Recreation & enrichment • Child abuse education • Examples: • General health education • Drug and alcohol education • Support for transitions • Conflict resolution • Parent Involvement System of Early Intervention Early-after-onset (moderate need, moderate cost per individual) • Pregnancy prevention • Violence prevention • Learning/behavior • accommodations • Work Programs • Early identification to treat health • problems • Short-term counseling • Family support • Shelter, food, clothing • Job programs • Emergency/crisis treatment • Family preservation • Mental Health Services • Treatment programs • Disabilities programs • Health services • Foster placement/group homes Systems of Care Treatment of severe and chronic problems (High end need/high cost per individual programs) • Special education for • learning disabilities, • emotional disturbance, • and other health impairments

40. Potential Partners • Dept. of Social and Health Services • Department of Corrections • Parents and students • County Government Agencies • County Public Health Departments • Human Resource Committees • Internal Revenue Service • AmeriCorps • Local Fire and Police Departments • Local Libraries • Tribes and other ethnic resources specific to the community • Local businesses • School districts

41. Family Involvement in Learning • Epstein’s Six Types of Involvement: • Parenting • Communicating • Volunteering • Learning at home • Decision making • Collaborating with the community

42. Build Relationships into a Network of Community ResourcesQuestions to ask • What programs already exist in your school or district that could work closer together? • What community relationships can you draw on to create a network for students and families? • Do you know any parents could assist with the project ?

43. Students Tell the Best Stories – It’s their life we’re talking about!

44. Values to Consider • All children can learn • Respecting families and their strengths is imperative • Build on assets the family and the community possess • Plan WITH families and students - not FOR them • Utilizing practices that are responsive to diverse • linguistic, cultural, ethnic values, and morals • Assuring equal ease of access to support • Helping families and students understand and navigate systems—education, social services, health, career training/retraining, and local government--as students and families move to self-sufficiency • Guaranteeing parent and student voice/leadership in all aspects of programming

45. So, What Now?

46. References Adelman and Taylor, School Mental Health Project at UCLA http://www.smhp.psych.ucla.edu Office of Superintendent of Public Instruction, School Improvement Planning http://www.k12.wa.us/SchoolImprovement/default.aspx “Helping Traumatized Children Learn”, Massachusetts Advocates for Children http://www.massadvocates.org/helping_traumatized_children_learn “Focal Point” Spring 2007, The Office of Health and Human Services, The Commonwealth of Massachusetts http://www.mass.gov/?pageID=eohhs2modulechunk&L=4&L0=Home&L1=Government&L2=Departments+and+Divisions&L3=Massachusetts+Commission+for+the+Blind&sid=Eeohhs2&b=terminalcontent&f=mcb_focal_point_spring07&csid=Eeohhs2

47. Additional References The National Child Traumatic Stress Network http://www.nctsnet.org/nccts/nav.do?pid=hom_main Kids Count http://www.aecf.org/MajorInitiatives/KIDSCOUNT.aspx Collaborative for Academic, Social and Emotional Learning http://www.casel.org/ Wolin and Wolin, Project Resiliencehttp://projectresilience.com/index.htm Healthy Youth Survey http://www.doh.wa.gov/EHSPHL/hys US Census Bureau quickfacts.census.gov/qfd/states/00000.html Adverse Childhood Experiences Study http://www.cdc.gov/NCCDPHP/ACE/questionnaires.htm Learning and Teaching Support – OSPI http://www.k12.wa.us/LearningTeachingSupport/default.aspx