Leaving No Child Behind or out of school: Effective Approaches to Preventing Poor School and Communi

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Leaving No Child Behind (or out of school)
Effective Approaches to Preventing Poor School
and Community Outcomes and Promoting Healthy
Development

• David Osher, Ph.D.
  Center for Effective Collaboration
  Practice, The American Institutes for Research
• www.air.org/cecp

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Outline

• Resources
• Leave No Child Behind
• Relationship Between Schools, Communities,
  Effective Prevention Strategies
• 3 Level Approach
• Choosing Evidence-based Interventions
• 14 Ingredients

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www.air.org/cecp

• Where To Go For Resources, Links, Overheads,
  Updates

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Center For Effective Collaboration Practice

• Safe, Drug Free, Effective Schools What Works
• Addressing Student Problem Behavior (3 parts plus
  video)
• Teaching and Working With Children with Emotional
  and Behavioral Challenges (Sopris West)
• Early Warning, Timely Response
• Safeguarding Our Children An Action Guide
• Safe, Supportive, Successful Schools Step by
  Step (Sopris West)
• Promising Practices in Childrens Mental Health
  (13 vols.)
• Exploring the Relationship between and Juvenile
  Justice Outcomes (7 vols.).

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Relevant AIR TA Research Centers

• Behavioral Health Technical Assistance Center
  (SAMHSA)
• Safe and Drug Free School Coordinators TA Center
  (SDFS)
• Neglected and Delinquent Youth TA Evaluation
  Center (Office of Elementary and Secondary
  Education)
• Technical Assistance Partnership for Child and
  Family Mental Health (SAMHSA)
• Center for Integrating Prevention and Education
  Research (NIH).

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Relevant AIR Evaluation Studies

• Gates Small School Initiative
• California Class-size Initiative
• Eisenhower Professional Development Program
• Consumers Guide to School Reform
• Alternative Education
• Early Childhood Behavior
• AIR-LFA Partnership.

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No Child Left Behind
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The Logic of Leaving No Child Behind
Adapted from Beth Doll, University of Nebraska
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The Old View I Blame the Fish
Adapted from Beth Doll, University of Nebraska
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The Old View II Blame the Fishs Mother, Family,
or Community
Adapted from Beth Doll, University of Nebraska
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Key Provisions in relationship to Principles of
Effectiveness Coordinated 3-Level Approach

• Increased Accountability (see Performance
  Measures Evaluation Chapter 1 )
• Annual testing 3-8
• Annual statewide progress objectives
• Disaggregate by
• Poverty
• Race
• Ethnicity
• Disability
• LEP
• States required to establish uniform data system
  on school safety drug use.

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Key Provisions in relationship to Principles of
Effectiveness Coordinated 3-Level Approach

• Focus on Evidenced-Based Interventions (see
  Effective, Science-based Strategies Appendix A)
• Specifies Principles of Effectiveness
• E.g., What Works Clearing House.

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Leaving No Child Behind Key Provisions

• Parental Student Choice (see Parent Community
  Involvement Chapters 1, 3)
• Academic Failure
• Persistently Dangerous Schools
• Victims of Violent Crime.

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Leaving No Child Behind Other Relevant Provisions

• Expansion of School Counseling Demonstration
  Programs to Secondary School
• Expansion of who can counsel
• Counseling where students need it not just at
  school
• SDF , After-school , school emergency
  assistance can be used for counseling and
  mental health services.

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Leaving No Child Behind Key Provisions

• Increased Flexibility (see Risk Protective
  Chapters 1, 2, 3, 4)
• Transfer to Title 1 or other programs lt 50 of
  monies under
• Teacher Quality State Grants
• Safe and Drug-Free Schools
• Innovative Programs
• Educational Technology.

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Relationship Between Schools, Communities,
Effective Prevention Strategies
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Does Prevention Make a Difference?
Impact of Good Behavior Game in 1st 2nd Grade
on most aggressive children at ages 19-21.
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Where to Look

• Risk Factors
• Individual
• Social (Family, Peers)
• Institutional (Schools Facilities)
• Societal
• Protective Factors
• Individual
• Social
• Institutional
• Societal

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Where To Intervene ?













A nested ecological system of influences on youth
behavior. Adapted from Prevention of
Delinquency Current status and issues by P. H.
Tolan and N. G. Guerra, 1994, Applied and
Preventive Psychology, 3, p. 254.
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Where to Intervene
Youth Development
Prevention
Child Welfare
Justice
Heath
Schools
Substance Abuse Services
Mental Health
Recreation
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PREVENTION OVER TIME AND SPACE INTEGRATING
PREVENTION SCIENCE STRATEGIES
Sheppard G. Kellam, M.D.
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Do Teachers Have an Impact?
The Impact of First Grade Teacher Capacity on 7th
Grade Behavior (Kellam, Ling, Merisca, Brown,
Ialongo, 1998)
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Do Principals Have an Impact?
Advancement Project, 2000
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Does Race Have an Impact?
South Carolina School Crime Incident Report,
1998-99
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Linking School Safety School Improvement


Dwyer Osher, 2000
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Address the Whole Child

• Understand the Links Between Psychological,
  Social, Ethical, and Academic Development
• Improve Learning Improve Behavior
• Improve Behavior Improve Learning

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Connect with Every Child National Longitudinal
Study of Adolescent Health (ADD Health)

• Students who Feel Connected
• Less likely to use alcohol or substances
• Experience less emotional distress
• Attempt suicide less
• Engage in less deviant and violent behavior

Blum, 2001
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(No Transcript)
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Building Blocks
Few
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The Logic of Universal Intervention

• You cannot identify all at risk
• Children affect each others behavior and
  development
• No stigma
• No self-fulfilling prophecies
• No homogenous grouping
• Per Child Cost Less.

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Connect with Every Child

• Small schools
• Well managed classrooms
• Positive (not harsh) discipline policies
• Overlapping and integrated social groups
• Impact of the Child Development Project
• See Every Child Learning Safe and Supportive
  Schools (Learning First Alliance)
• See Child Development Project (Appendix A).

Blum, 2001
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Support Family-School Collaboration

• Valuing all families
• Effective outreach (e.g., FAST)
• Culturally competent approaches (e.g.,Lincoln
  Elementary School, Salt Lake City)
• Support for family participation (e.g., Keyes for
  Networking) and
• Positive interactions with families (e.g.,
  Cleveland Elementary School, Tampa, FL).

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Teach Social-Emotional Problem Solving Skills

• Teach, model, practice, coach, reinforce,
  generalize
• PATHS (Promoting Alternative Thinking Strategies)
  
• Second step
• Stop and think
• Stop and teach (George Bailey)
• Responding in Peaceful and Positive Ways (RIPP)
• Culturally competent approaches (e.g., Gwen
  Cartledge)
• See Safe Sound
• See PATHS Second Step I Can Problem Solve etc.
  (Appendix A)

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Provide Positive Behavioral Supports

• High behavioral standards and strong supports for
  students and adults to realize these standards
• Workable school and classroom behavior plans
• Positive behavioral strategies
• Supporting appropriate behaviors (e.g., Helping
  students stay on task) and
• Teaching and modeling skills.

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Sugai Horner, 2000
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Provide Engaging and Appropriate Instruction

• High academic standards and strong supports for
  students and adults to realize these standards
• Strong curricula approaches
• Strong teaching approaches (e.g., Class-Wide Peer
  Tutoring)
• Engaging curricula and teaching
• Culturally competent curricula and teaching
• Individualization and
• Use of multiple modalities (individual, group,
  experiential, technology, etc.).

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Early Intervention
Selective interventions for individuals who is a
member of a subgroup of the population whose risk
of illness or poor outcomes is above average
(e.g., single teenage mothers) Indicated
interventions for individuals who exhibit a risk
factor or condition that identifies them,
individually, as being at high risk for the
development of illness or poor outcomes
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Early Intervention Models Examples

• High Scope Preschool Curriculum
• Regional Intervention Program (RIP)
• First Step to Success
• Primary Mental Health Project
• Functional Assessment (See Addressing Student
  Problem Behaviors)
• Effective Mentoring
• STEP
• PACT (Positive Adolescent Choices Training)

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Impact of Combined Selective InterventionSocial
Development Research Group (Public Schools in
Seattle High Crime Areas)

• Intervention
• Teacher training (5 days in service grades 1-6)
  
• Developmentally Appropriate Parent education
  (grades 1-3, 5-6)
• Social competence training for children (grades
  1, 6)

• Impact at age 18 (compared to nonrandomized
  controls)

• Less

• anti social behavior (Violence/Delinquency
  48 60)
• Heavy Drinking 15 26
• School Misbehavior (p.02)

• More

• Commitment to school (p.03)
• Attachment to school (p.006)
• Academic Achievement (p .01)

Hawkins,1999
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Intensive Intervention and Treatment

• Individualized
• Address multiple risk factors cross multiple
  domains
• Linguistically culturally competent
• Child family driven
• Intensive sustained.

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Intensive Interventions

• Wraparound
• MST
• Multi-dimensional Treatment Foster Care
• Appropriate Medication Management.

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MST
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Criteria for Selecting Interventions

• The program must have documented effectiveness
  and be based on sound theory
• The program can be easily integrated with
  existing school practices.
• The program must have data that demonstrates
  effectiveness or ineffectiveness with particular
  student groups.
• Data must indicate that the program has a
  positive impact on student achievement.
• Program developers/sponsors must demonstrate that
  subscribing schools receive sufficient technical
  assistance.
• Program components must focus on promoting
  positive solutions to behavioral and emotional
  problems.

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Intervention Selection Calculus

• X Intervention works with
• Y Students
• In Z context
• When you do
• a
• b
• c

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Moving From Research to Practice
Institutionalizing Changes in Structure,
Practice, Culture
Sustaining System-, Community-, State-wide
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14 Ingredients of School Improvement (Safe,
Successful, Supportive Schools Step by Step)

• Address the needs of your school and community
• Be strategic and comprehensive
• Be systemic
• Dont do it alone
• Understand and manage change
• Build a learning community

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14 Ingredients of School Improvement

• Involve the entire community
• Value and address diversity
• Assess and address your strengths and challenges
• Take time to choose evidence-based programs and
  practices

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14 Ingredients of School Improvement

• Build capacity
• Employ Data
• Evaluate outcomes
• Focus on the long haul .