1 paraprofessional overview of connecticut accountability for learning initiative (cali) basic...
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Paraprofessional Overview of Connecticut Accountability for Learning Initiative (CALI) Basic Training
Iris WhiteAssociate Education Consultant
Connecticut State Department of EducationBureau of Accountability and Improvement
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Norms for Professional Meetings
Courtesy toward others and presenterCell phones and pagers in off positionActive listening and participationCollaboration
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Introductions
NameDistrictPositionNumber of Years in PositionQuestion You Have Regarding Paraprofessionals and Instruction
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ObjectivesParticipants will:• Learn the current legislation regarding
paraprofessionals;• Become familiar with the Connecticut
Guidelines for Training and Support of Paraprofessionals;
• Learn about the Connecticut Accountability for Learning Initiative (CALI) and why it is a priority of the Connecticut State Department of Education (CSDE);
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Objectives
• Explore how paraprofessionals can assist teachers with maintaining environments that create a physically, emotionally, and intellectually safe environment for all learners;
• Understand how and why teachers use data to make instructional decisions; and
• Understand the ten Effective Teaching Strategies and how paraprofessionals can reinforce these strategies during individual or small group instruction.
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Paraprofessional StudyThe Legislative Program Review and Investigations Committee authorized a study of paraprofessionals in April 2006. The study focused on whether Connecticut should establish minimum standards for public school paraprofessionals who perform instructional tasks for students in kindergarten through twelfth grade (K-12) . Findings and recommendations were made in several areas affecting paraprofessionals with instructional responsibilities.The full report can be downloaded at: www.cga.ct.gov/2006/pridata/Studies/School_Paraprofessionals_Final_Report.htm.
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Legislative Program Review and Investigations Committee Recommendations
The State Department of Education should encourage all local public school districts to provide training to teachers, particularly new teachers at the beginning of each school year, on the role and effective use of instructional paraprofessionals. The department should also encourage school districts to develop intradistrict methods and strategies whereby paraprofessionals, teachers, and administrators periodically discuss issues or concerns involving the use of paraprofessionals in providing effective student instruction.
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Connecticut Paraprofessional Legislation
Sec. 10-155j. Development of paraprofessionals. The Department of Education, through the State Education Resource Center and within available appropriations for such purposes, shall promote and encourage professional development activities for school paraprofessionals with instructional responsibilities. Such activities may include, but shall not be limited to, providing local and regional boards of education with training modules and curricula for professional development for paraprofessionals and assisting boards of education in the effective use of paraprofessionals and the development of strategies to improve communication between teachers and paraprofessionals in the provision of effective student instruction.
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Connecticut Paraprofessional Legislation
Sec. 10-155k. School Paraprofessional Advisory Council. The Commissioner of Education shall establish a School Paraprofessional Advisory Council consisting of one representative from each statewide bargaining representative organization that represents school paraprofessionals with instructional responsibilities. The council, shall advise, at least quarterly, the Commissioner of Education, or the commissioner’s designee, of the needs for the training of such paraprofessionals. The council shall report, at least quarterly, in accordance with the provisions of section 11-4a, on the recommendations given to the commissioner, of the commissioner’s designee, pursuant to the provisions of this section, to the joint standing committee of the General Assembly having cognizance of matters relating to education.
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Connecticut Paraprofessional Legislation
Sec. 2008. Not later than December 1, 2008, the department shall report and make recommendations to the joint standing committee of the General Assembly having cognizance of matters relating to education concerning professional development for paraprofessionals and the status and future of school paraprofessionals with instructional responsibilities.
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Autism TrainingPublic Act 08-169 An Act Concerning the Teaching of Children with Autism and Other Developmental Disabilities.The Commissioners of Education, Higher Education and Developmental Services and the President of Southern Connecticut State University shall define autism and developmental disabilities and develop recommendations for a comprehensive statewide plan to incorporate methods of teaching children with autism and other developmental disabilities into training provided to school paraprofessionals pursuant to section 10-155j of the 2008 supplement to the general statutes, related service professionals, early childhood certificate holders, administrators and parents.
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NCLB Requirements for Paraprofessionals
All paraprofessionals working in Title I-funded programs must have met the higher standards of qualification required in the No Child Left Behind (NCLB) Act of 2001. The requirements apply to paraprofessionals paid with Title I funds who provide instructional support in Title I targeted assistance schools and to all paraprofessionals with instructional duties in Title I school wide program schools, regardless of funding source. These include Title I instructional paraprofessionals who provide services to private school children and to preschool children.
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NCLB Requirements for Paraprofessionals
All Title I paraprofessionals must have a high school diploma or its recognized equivalent (GED) and:
Have two years of college credit; ORHold an associate’s degree (or higher)
degree; ORPass a State Board of Education adopted
paraprofessional assessment which assesses content knowledge in mathematics, reading and writing and an understanding of how to assist in the instruction of these topics (ParaPro Assessment)
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ParaPro AssessmentEducational Testing Services (ETS) administers the exam: www.ets.org/paraproPaper and pencil assessment given 4 times a year at various locations.Cost: $45Internet Based Version at LEARN.
www.learn.k12.ct.us
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Paraprofessional PD Survey Results
Total number of respondents: 259Breakdown:
2 Assistant Principals10 Assistant Superintendents4 Consultants2 Coordinator of Special Services2 Directors of Human Resources2 Directors of Professional Development9 Directors of Pupil Personnel Services159 Paraprofessionals5 Principals3 Program Administrators3 Superintendents of Schools35 Teachers1 School Psychologists
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Paraprofessional PD Survey Results
Participants were asked to identify their 6 top choices for paraprofessional professional developmentPositive behavior supports and implementation of behavior management plans (179)Knowledge of and skills to assist in reading/reading readiness (138)Knowledge of and skills to assist in mathematics/mathematics readiness (128)Facilitating inclusion in general education (127)Knowledge of specific disabilities (125)Knowledge of and skills to assist in writing/writing readiness (122)Reinforcing Teacher Planned instruction (121)Assistive Technology (69)Collaboration with the teacher (60)Communication skills (oral and written) (59)Confidentiality/Ethics (49)Knowledge of Federal, State, and District Regulations (43)Health and Safety (Communicable Diseases, Blood borne Pathogens, Ergonomics) (25)Time Management (21)ParaPro Assessment Preparation (24)Other: train teachers on the role of the paraprofessional, DCF mandated reporting, specific interventions on Autism, how to meet the needs of a special education student, Autism, Professionalism, computer skills-power point, technology, participants in meetings related to PPTs, how paraprofessionals can stand up for themselves, mental health knowledge, classes offered to continue education.
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CREC Professional Development Curriculum for Paraprofessionals
Basic and Advanced Training ModulesParaprofessional NewsletterParaprofessional webpage: www.crec.org/paraprofessional
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CSDE Paraprofessional Webpage
Paraprofessional Information and Resources, part of the CALI website
www.ct.gov/sde/para-cali.Contains paraprofessional regulations
and legislation, professional development opportunities, resources, and research on paraprofessionals.
SERC Paraprofessionals as Partners Initiative
The goal of the Paraprofessionals as Partners Initiative is to enhance the skills of paraprofessionals providing instructional support to students in various educational settings including students with disabilities.
www.ctserc.org/paraprofessional
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District Paraprofessional Contact
Each district in Connecticut has identified a central office employee as a district contact person for paraprofessional issues. This person’s role is to act as a liaison between the district and SDE, disseminate information of importance to paraprofessionals, such as personnel development opportunities, policy updates, resource availability, information exchange, data gathering regarding best practices and networking across districts on effective practices for paraprofessionals.
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Guidelines for Training and Support of Paraprofessionals
The Connecticut State Department of Education (CSDE) has endorsed and published this guideline document to inform and guide district personnel in the many important factors to consider in the use of paraprofessionals, specifically their training and effective use. It also clarifies the role of the paraprofessional as it is related to instruction.
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National Resource Center for National Resource Center for Paraprofessionals (NRCP) Model FrameworkParaprofessionals (NRCP) Model Framework
Connecticut adopted a modified version of the NRCP model framework to articulate key competencies for Connecticut paraprofessionalsNational Resource Center for Paraprofessionals Model (1999)
Connecticut Guidelines for Training and Supervision of Paraprofessionals, pp. 28-36
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1. Assisting teachers/providers with building and maintaining effective instructional teams.
2. Assisting teachers/providers with maintaining learner-centered supportive environments.
3. Supporting teachers/providers with planning and organizing learning experiences.
4. Assisting teachers/providers with engaging students in learning and assisting in instruction.
5. Assisting teachers/providers with assessing learner needs, progress and achievement.
6. Meeting standards of professional or ethical conduct.
for each of these responsibilities (the model describes the scope).
The model defines six primary areas The model defines six primary areas of responsibilities for of responsibilities for paraprofessionals:paraprofessionals:
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According to these guidelines, According to these guidelines, paraprofessionals have the paraprofessionals have the instructional responsibility to do instructional responsibility to do the followingthe following
1. Assist professionals with building and maintaining effective instructional teams.
2. Assist professionals with maintaining learner-centered supportive environments.
3. Support professionals with planning and organizing learning experiences.
4. Assist professionals with engaging students in learning.
5. Assist professionals in instruction.6. Assist professionals with assessing learner needs,
progress and achievement.
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Three Levels of Responsibilities
Level 1: This individual is an entry-level paraprofessional, with a high school diploma or equivalent, but has little or no experience. This individual requires a high level of direct supervision.
Level 2: This individual has multiple years of experience and training, typically on the job, and has the knowledge and skills to work more independently in the same setting as the supervisor.
Level 3: This individual has participated in some type of postsecondary training, usually with a focus on a specialized set of skills. This person may work more independently, such as in the community or a student’s home.
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Where am I?
What level do you think you are on?
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The CT State Department of Education defines a paraprofessional as:
An employee who assists teachers and/or other professional educators or therapists in the delivery of instructional and related services to students. The paraprofessional works under the direct supervision of the teacher or other certified or licensed professional. The ultimate responsibility for the design, implementation and evaluation of instructional programs, including assessment of student progress, is a collaborative effort of certified and licensed staff.
(-Connecticut Guidelines for the Training and Support of Paraprofessionals, page 7).
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Connecticut Regulations 10-145d-401
Requires anyone who is not certified be under the direct supervision of state certified personnel. This means that all paraprofessionals must not provide initial instruction to students and must be under the direct supervision of certified personnel when carrying out their responsibilities.
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Roles of Teachers in the Instructional Process
Teachers are responsible for the following:Developing lesson plans to meet curriculum requirements and education objectives for all learners.Adapting lessons, instructional methods, and curricula to meet the learning needs of individual studentsDeveloping behavior management and disciplinary plans
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Roles of Teachers in the Instructional Process, cont.
Creating learner-centered, inclusive environments that respect the cultures, religions, lifestyles, and human rights of children, youth, parents, and staffInvolving parents in all aspects of their child’s educationAnalyzing, with the assistance of other licensed (credentialed) professional personnel, results of standardized tests for assessing learner needsDeveloping functional (informal) assessment tools to document and evaluate learner progress and instructional needs.
Adapted from Strengthening and Supporting Teacher and Para educator Teams: Guidelines for Paraeducator Roles, Supervision, and Preparation by A.L. Pickett, 1999, New York: National Resource Center for Paraprofessionals in Education, Center for Advanced Study in Education, Graduate Center, City University of New York.
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Teachers provide instructional support
Provide regular feedback regarding paraprofessional’s work performance, support paraprofessionals in providing instruction to students, and provide support and direction to paraprofessionals who work in independent capacities.
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1. Participation in regularly scheduled meetings and sharing relevant information.
2. Implementation of proactive behavior and learning strategies.3. Use of strategies that provide learner independence and positive self-
esteem.4. Assistance in accommodating and modifying learning strategies based
on learning styles, ability levels and other individual differences.5. Review and reinforcement of learning activities.6. Assistance in engaging learners through an awareness of cognitive,
physical, social, emotional and language development.7. Use of developmentally and age-appropriate reinforcement and other
learning activities.8. Collection of data on learner activity.9. Carry out functional (informal) assessment activities.10. Participation in continuing professional development.
(-Connecticut Guidelines for the Training and Support of Paraprofessionals, pg. 37)
The following are 10 examples of appropriate and The following are 10 examples of appropriate and effective utilization of paraprofessionals, taken effective utilization of paraprofessionals, taken
from the model of roles, responsibilities and from the model of roles, responsibilities and training of paraprofessionals identified in the training of paraprofessionals identified in the
Connecticut Guideline document.Connecticut Guideline document.
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How do paraprofessionals help students achieve?
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In the case of paraprofessionals whose support includes students with disabilities, it is necessary for them to have an understanding of the IEP information that is pertinent to their role as an implementer.
(-Connecticut Guidelines for Training and Support of Paraprofessionals, pg. 58.)
IEPs
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Paraprofessional attendance at Pupil Placement team (PPT) meetings is an individual district and school-based decision. It is important that district or school personnel explain their policy on the attendance of paraprofessionals at PPTs to both parents and school staff. If a paraprofessional is required in the IEP and is not attending a student’s PPT meeting, it is the responsibility of the student’s teacher and the paraprofessionals’ supervisor to communicate in detail with the paraprofessional about the student, before the PPT.
(-Connecticut Guidelines for the Training and Support of Paraprofessionals, pg. 42).
Paraprofessionals at the IEP Team Meeting
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Connecticut Accountability Legislation
Legislation adopted in the 2007 Special Session (P.A. 07-3, Section 32) identifies school districts with the greatest need for improvement and gives new authority and responsibility to the State Education Department to support improvement activities in each district.
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Connecticut Accountability Legislation
Under the legislation, the Commissioner and State Board of Education are given the authority to evaluate each district’s strengths and weaknesses, work with each district to develop a focused and prioritized plan for improved student performance, approve certain expenditures for reform, and monitor progress.
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CALI
The CSDE implemented a comprehensive accountability initiative to accelerate the learning of all students, with special emphasis placed on districts with Title I Schools that have been identified as in need of improvement according to NCLB.
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The goal of CALI is to develop and offer a model of state support to districts and schools to support the process of continuous school improvement and to accelerate the closing of Connecticut’s achievement gaps.
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CSDE Partnerships
Advisory Committee for Accountability and School and District ImprovementCAS – Executive CoachingCABE – Assist local boards of educationThe Leadership and Learning CenterRESC-SERC alliance – CALI and data team facilitatorsDSACCEA – AFT – New partnership
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CALI DistrictsAnsonia BridgeportBristolCTHSSDanburyE. HartfordHamdenHartfordManchesterMeridenMiddletownNaugatuckNew BritainNew HavenNew LondonNorwalkNorwichStamfordWaterburyWest HavenWindham4 Charter Schools
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CALI
CALI is a model based on the research findings of Reeves, Marzano, McNulty, Pickering, Freiberg, Pollock, Waters, Elmore, Simpson and others.Their work provides evidence that schools with student populations including high rates of poverty and high percentages of ethnic minorities can achieve high academic performance.
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Common characteristics of high achieving schools include:
Clear focus on achievement;Standards-based curriculum that emphasizes the core subject areas of reading, math and writing;Frequent assessment of student progress and multiple opportunities for student improvement;An emphasis on non-fiction writing; and Collaborative scoring of student work
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CALI is offered to:
Title I Schools identified as being in need of improvement (determined by Adequate Yearly Progress measured by CMT/CAPT Performance)Schools in Priority School Districts
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CALI Professional Development Includes:FOR ALL EDUCATORS:• Best Practices in Educating our
English Language Learners (ELLs) Basic and Advanced Training
• Data-Driven Decision Making/Data Teams
(DDDM/DT)*• Making Standards Work(MSW)• Effective Teaching Strategies(ETS)*• Common Formative Assessments(CFA)*• Improving School Climate(ISC)*• Scientific Research Based Interventions (SRBI, also known as Response to Intervention)*
FOR COACHES AND LEADERS:
• Coaching Instructional Data Teams
• Coaching Effective Teaching Strategies
• Leading Change and Getting Everyone on Board
• Classroom Data: Feedback, Follow Up & Follow Through
• School Climate for Leaders• School Improvement Planning &
No Child Left Behind
FOR PARAPROFESSIONALS:• CALI Overview*
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Levels of Training
Basic training provides foundational informationCertification training allows participants to turnkey basic training in a trainer of trainers model (completing basic training is a prerequisite)Certification is offered in DDDM/DT, MSW, ETS, CFA, ISC, Paraprofessional Overview, and SRBI.
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Connecticut Accountability for Learning Initiative
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Why?
“Until you have data as a backup, you’re just another person with an opinion.”
Dr. Perry Gluckman
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Data-Driven Decision Making/Data Teams
In this two-day basic training module, cause data (adult actions) and effect data (student achievement outcomes) are reviewed by district leaders, building leaders, teachers and parents to determine strengths so success can be replicated, and areas in need of improvement so assistance can be provided.
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What Are Data Teams?
Small grade-level or department teams that examine individual student work generated from common formative assessmentsCollaborative, structured, scheduled meetings that focus on the effectiveness of teaching and learning.
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Data Teams*
Data Teams occur on district, school, grade levels and/or in content areas.
School and District Data Teams are used to develop and monitor improvement plans.
*Developed by The Leadership and Learning Center(866) 399-6019
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Data Team Action
“Data Teams adhere to continuous improvement cycles, examine patterns and trends, and establish specific timelines, roles, and responsibilities to facilitate analysis that results in action.”
(S. White, Beyond the Numbers, 2005, p. 18)
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Data-Driven Decision Making/Data Teams
State, District, and School Data Teams are used to monitor improvement plan implementation and efficacy.In Instructional Data Teams, teachers collaboratively analyze data from common formative assessments, identify strengths and weaknesses in student learning and determine which instructional strategies will best address students and learning objectives. Teachers reconvene to analyze the effectiveness of the instructional strategies selected and implemented at the previous data team meeting.
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Great Educators
“…use assessment data to make real-time decisions and to restructure their teaching accordingly.”
D. B. Reeves, Accountability for Learning: How Teachers and School Leaders Can Take Charge, 2004, p. 71
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The Data Team Process
Step 1-Collect and chart dataStep 2-Analyze strengths and obstaclesStep 3-Establish goals: set, review, reviseStep 4-Select instructional strategiesStep 5-Determine results indicators
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Two Types of Data
Effect Data: Student achievement results from various measurementsCause Data: Information based on actions of the adults in the system
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Data Worth Collecting Have a Purpose
How do you use data to inform instruction and improve student achievement?How do you determine which data are the most important to use, analyze, or review?In the absence of data, what is used as a basis for instructional decisions?
See page 15Data Collection
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Data Teams: The Mechanism For Measuring Progress
1. Collect and chart data and results.2. Analyze strengths and obstacles.3. Set S.M.A.R.T. goal for student
improvement.4. Select effective teaching strategies.5. Determine results indicators.
Results Indicators
Adults Actions: Are these students doing what they said they would do?Student Outcomes: Are the students getting any better at the critical skills identified
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Results Indicators: Examples• Adults:Number of data team meetings held.
The quality of the data team meetings.• Student Outcomes:% of students proficient or better on
weekly dipstick% of students proficient or better on
district benchmark assessments
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S.M.A.R.T. Goal
SpecificMeasurableAchievableRealisticTime-bound
Are these goals SMART???
The percentage of Grade 5 students scoring proficient and higher in algebraic concepts will increase from 45 percent to 55 percent by the end of a two-week period as measured by common assessment administered on November 28, 2006.
Reading proficiency will increase proficiency by a minimum of 15% as measured by CAPT by 2011.
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Teacher Directed
Paraprofessionals may be asked by their supervisors to keep a record of behaviors or demonstrations of skills for an individual learner.
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Activity
As a paraprofessional, what type of data do you collect?How do you collect this data?How can this data help teachers in their data team meetings?
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Ways of Keeping Data
ChecklistsAnecdotal recordsInterviewingOther data collectionFrequency or duration notes
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Making Standards Work*
Teachers and administrators collaboratively decide on Priority Standards that endure, give students leverage in other areas and prepare them for the next grade.Priority Standards can be thought of as the posts in a fence. Other standards are still needed to keep the fence standing, but may not be as critical.
*Developed by The Leadership and Learning Center
(866) 399-6019 www.leadandlearn.com
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Making Standards Work, cont. *
Priority Standards are “unwrapped” by teachers to deepen their understanding and to identify what students need to know and be able to do.Performance-based tasks are developed to enhance instruction and assess student learning.Rubrics to accompany tasks are created by teachers to ensure that all teachers are using the same measure of proficiency.
*Developed by The Leadership and Learning Center(866) 399-6019 www.leadandlearn.com
Consider These Facts• 5.6 instructional hours per day X 180 days =
1008 hours per year X 13 years = 13,104 total hours of K-12 instruction
• McREL identified 200 standards and 3093 benchmarks (indicators) in national-and state-level documents across 14 different subject areas
• Classroom teachers estimated a need for 15,465 hours to adequately teach them all
Marzano, R. (September 2001). Educational Leadership.
More Years in School?• “To cover all this content, you would
have to change schooling from K-12 to K-22. The sheer number of standards is the biggest impediment to implementing standards.”
• “By my reckoning, we would have to cut content by about two-thirds.”
Marzano, R. (September 2001). Educational Leadership.
• CONTENT Standards—few in number; broad statements of K-12 learner outcomes
• PERFORMANCE Standards—grade-specific or course-specific learner outcomes
• EXPECTED PERFORMANCES—also grade- or course-specific learner outcomes but with greater detail
• GRADE-LEVEL EXPECTATIONS (GLEs)—what you will prioritize and later “unwrap”
Connecticut Standards Terminology
Priority Standards• All grade-level or course-specific
standards are not equal in importance!• Narrow those standards by
distinguishing those that are essential from those that are supporting
• Teach the supporting standards in the context of the essentials!
• Prioritization, not elimination!
The Priority Standard’s“Fence Metaphor”
• Fence posts and supporting rails —Without both, there is no fence!
Priority Standards and Supporting Standards
• Like fence posts, Priority Like fence posts, Priority Standards provide Standards provide curricular focus in which curricular focus in which teachers need to “dig teachers need to “dig deeper” and assure deeper” and assure student competencystudent competency
• Like fence rails, Like fence rails, “Supporting Standards” “Supporting Standards” are curricular standards are curricular standards that that connect to and connect to and supportsupport Priority Priority StandardsStandards
But the State Tests All Standards!• Good set of Priority Standards will address about
88 percent of the items on the state test, but not 100 percent
• If you go after that extra 12 percent, you will have to cover many more standards and have less time to teach the truly essential ones.
• Rationale: Better to have all students proficient at 88 percent of what will probably be on state test versus exposure to 100 percent of what could be on test without corresponding degree of proficiency
Douglas B. Reeves, 2003
Guiding Questions for Identifying Priority Standards• Which standards (GLEs) are critical for our
students to know and understand to be prepared for the next level of learning?
• Which standards (GLEs)—based on our CMT and CAPT data—do we especially need to emphasize?
• Which standards (GLEs) represent necessary life skills?
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Why do we assess students?
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The Power Of COMMON Assessments
“Schools with the greatest improvements in student achievement consistently used common assessments.”
D.B. Reeves, Accountability In Action, 2004
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What Are Common Assessments?
“Not standardized tests, but rather teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.”
D.B. Reeves, CEO,The Leadership and Learning Center
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Common Formative Assessments
Common formative assessments are used as assessments FOR learning, as opposed to summative assessments OF learning.Common formative assessments are aligned to large scale assessments collaboratively designed by grade level and/or content area teachers are administered prior to beginning a unit to inform instruction.Results of common formative assessments are analyzed in data teams.
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Purposes of assessments
Identify if students have mastered particular concepts or skills in the standard(s)Evaluate the effectiveness of instructional strategiesMotivate students to be more engaged in learningHelp students learn content through application and other reasoning skillsHelp students develop positive attitudes towards a subject
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Purposes of assessment, cont.
Communicate expectations to studentsGive students feedback about what they know and can doShow students what they need to focus on to improve their understandingEncourage student self-evaluationDetermine report card gradesCommunicate to parents what students presently know and can do
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Functional assessment
While both standardized tests and behavioral checklists probably will remain as integral parts of the assessment data that is gathered for each child or youth with disabilities, the most important assessment data that is gathered for children, are usually done informally and relate to the functional skills of the individual.
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Functional Assessment
Assessment carried out that is directly useful in planning for the student.
Let’s look at some Priority Standards
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How Powerful Practices Work Together
Teachers and administrators collaboratively analyze data from common assessments and identify strengths and weaknesses in student learning.Identify Power Standards that address skills and content that endures, gives leverage to other disciplines and make students ready for the next grade level.“Unwrap” those standards to identify concepts and skills students need to know and be able to do, determine Big Ideas and develop performance-based tasks and rubrics.
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How Powerful Practices Work Together, cont.
Select effective teaching strategies to achieve improvement.Teach those “unwrapped” concepts and skills through performance assessment guided by Essential Questions.Evaluate student work with rubrics to assess proficiency.Give common assessments to see improvements within grade, department, school, and district.Analyze data and repeat cycle.
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In this two-day basic training module, participants learn that the quality of school climate is all about relationships, which are determined by how well the people within the school treat each other physically, emotionally, and intellectually.This module offers practical strategies including data gathering on how to improve school climate to support student achievement.
*Developed by CSDE & RESC/SERC Alliance
Improving School Climate to Support Academic
Achievement*
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“If we are to reach real peace in the world, we shall have to begin with the children.”
-Mahatma Gandhi
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What is “Bullying”
“Bullying” is a public activity needing a stage on which to perform…when the audience is not there, the show closesPower imbalanceIt’s about power and not about conflict
Conflict resolution and peer mediation are not appropriate as means of addressing bullying
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Juvonen, Graham, & Schuster (2003) found that 22% of students experience bullying. Specifically:
7% reported being a perpetrator9% reported being a victim6% reported being both a perpetrator
and a victim.
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Differences between Males and Females
Males often use physical aggression.Females that bully are more likely to engage in verbal means of bullying such as ostracizing an individual from a group, teasing, or gossiping. “Female bullying is typically more insidious, cunning, and difficult to spot than male bullying.” (Garrity et al., 1994)
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Two Types of Victims
Passive victims generally do not defend themselves and can be characterized by:
Being isolated during the school day Lacking social skills Being physically weak Crying or yielding easily to bullies Suffering from past traumatization Having learning difficulties
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Provocative Victims
Provocative victims generally tease and provoke bullies but do not have the social or physical skills necessary to defend themselves. Provocative victims are characterized by:
Being easy to arouse emotionally Maintaining the conflict Likely having attention deficit
hyperactivity disorder (AD/HD)
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Current Connecticut “Bullying” Legislation: Local Accountability
Requires Boards of Education to develop and implement a policy on “bullying” by February 1, 2003; Amended in July 2006 and July 2008Policy must enable anonymous reporting from students or written reports from parents/guardiansRequires school personnel to inform students yearly on procedures for reporting bullying allegationsRequires school personnel to notify administrators in writing when they witness or receive reportsRequires administrators to investigate all written reports
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Current Connecticut “Bullying” Legislation: Local Accountability, cont.
Maintain a public list of number of verified acts of “bullying” without specific namesCreate case-by-case intervention strategies for dealing with bullying including language in the student code of conductRequire notification of parents/guardians of all student involved in school response and consequences including invitations to meet
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Adults Often Ignore Bullying Behavior
Adults in school do relatively little to stop bullying behavior at schoolAdults overlook or wait to intervene when initial instances of mean behaviors or language occurAdults in school who are physically present during acts of meanness
Uninvolved or ignored 71% of observed incidences
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Modeling Behavior
The role of adults as moral agents and exemplars:
Parents Teachers Administrators Support Staff Other School Personnel Community
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Adults: Mentors, Not Friends
Must be friendly and compassionateStudents have friends
Students want and need adults to be:AdultsMentorsGuides ParentsTeachers
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Using EVERY Adult to Foster Positive ConnectionsWho Are the Adults?• Parents• Administrators• Teachers • Pupil Support Staff• Office Workers• Nurses• Paraprofessionals• Community Volunteers• Maintenance Staff• Cafeteria Workers• After-School Care Workers• Bus Drivers
Watch Video
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What You Can Do to Prevent Bullying
Be vigilantMonitor Hot SpotsIdentify patternsEncourage bystanders to report incidents of bullying.Keep a watchful eye on isolated students.Provide activities for students during recess.Make available alternate activities to at-risk children.
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What to Do When Bullying Happens
Make sure you understand your school’s bullying policies and procedures.Respond quickly to all reports of bullying.Support the victim.Discipline the student but avoid harsh measures.Connect with the bully.Monitor the students.
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Activity
Think of a time when you participated, witnessed, or were the victim of a bullying incident. Discuss what the bullying looked like, what it felt like, and what possible interventions might be appropriate for the situation.
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Discussion Questions
Can you identify a situation in your school or classroom in which bullying occurred? How did you react?
Knowing what you know now, would you have reacted any differently? Explain.
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“The reflective process is at the very heart of accountability. It is through reflection that we distinguish between the popularity of teaching techniques and their effectiveness. The question is not ‘Did I like it?,’ but rather ‘Was it effective?’”
(Reeves, D. B., Accountability for Learning, 2004, p. 52)
What Does “Effective” Mean?
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Most Effective Teaching Strategies?
“Effective” = actions of the teacher that elevate or lift cognition of learnersThe simple question is, “Is it working for the students?”What teaching strategies are most commonly used in your schools that DO WORK?
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If you think that teachers and leaders influence student achievement, you are right!
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% P
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Student Causes Teacher Causes
Source: Leadership for Learning, 2005, Center for Performance Assessment, www.MakingStandardsWork.com
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Nine effective strategies
Marzano, Pickering, and Pollock examined decades of research findings to identify nine broad teaching strategies that have positive effects on student learning
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Ten effective strategies
Identifying similarities and differences.Summarizing and note taking.Reinforcing effort and providing recognition.Homework and practice.Nonlinguistic representations.Cooperative learningSetting objectives and providing feedback.Generating and testing hypotheses.Questions, cues, and advance organizersNon fiction writing (added based on Reeves)
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Reinforcing Effort and Providing Recognition
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Key Premises– Effort can be taught and learned– Increased effort = greater success – Recognize accomplishments that go
above and beyond what is expected
Techniques– Effort/Motivation– Providing Recognition
Reinforcing Effort and Providing Recognition, cont.
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Reinforcing Effort/Motivation – 5 Key Aspects from Mendler– Emphasizing effort– Creating hope– Respecting power– Build relationships– Expressing enthusiasm
Strategy: Reinforcing Effort
Strategy-Providing Recognition
Providing recognitionIntrinsic and extrinsic motivationMonitor effortThe more abstract and symbolic the rewards, the more powerful they are
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Recognition
Does not necessarily have negative impact on intrinsic motivationMost effective when linked to a performance standardMore effective when abstractThe “Nintendo Effect”
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Key Ideas from: Motivating Students Who Don’t Care
Effort-Chapter 4Ask for small things firstEncourage each student to improve one thing each dayShow simple courtesySeparate effort from achievement when gradingBuild on mistakesAllow for 3-Rs-re-do, retake, reviseGive a reason for effort
Application in Context
Take what you have learned about reinforcing effort and providing recognition and the techniques along with the concepts and skills you have identified as learner outcomes.Identify a plan or application of how you will use the techniniques in context. Be prepared to share.
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Providing Feedback
Feedback must be accurate-we have a moral obligation to tell the truth
Feedback should be corrective in nature Feedback should be timely Feedback should be specific to criterion Students should also engage in
self-reflection/feedback Students should use anonymous student work
peer reflection and feedback
Strategy-Nonlinguistic Representations
Key PremisesMany names: visual tools, graphic organizers, thinking mapsDual-coding (linguistic and imagery form)The more both forms are used simultaneously, the better students think about knowledge and recall informationTechniquesMany types of visual tools
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Strategy-visual Tools
Three types of visual toolsBrainstorming webs: mind mapping, webbing, clustering for personal knowledgeTask-specific organizers: life cycles, text structures, decision trees for isolated context tasksThinking process maps: concept mapping, systems thinking for transfer across disciplines
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Feedback
“Feedback gives information that a student can use….so that they can understand where they are in their learning and what to do next.” The goal is to give students the feeling that they have control over their own learning. Brookhart, 2008
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The Bottom Line…..Focus on the work, process or student’s self regulation.Compare to criteria (work), other students (processes or effort), or past performance (especially struggling learners).Describe, don’t judge.Use positive comments; accompany negative comments with positive suggestions for improvement.Be clear to the student.Tailor the specificity to the student.Be respectful of the student and the work.
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Math Examples
“I know you worked this out with your group. Good strategy.”“You could have expressed these (decimals) as 13/100, 72/100 and 4/5. Sometimes you can’t reduce and it is easier to say out of one hundred. The more you rounded, the less accurate your fractions were. ““These aren’t as accurate. I think rounding and reducing worked better.”
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More math examples
“You didn’t answer the second part of the problem.” “Your explanation was the shortest one in class. Can you write more next time?”“Put these fractions in order and they will make more sense.” “Multiple errors in spelling on the explanation. Please correct and resubmit.”
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Feedback for Struggling Students
Focus feedback on the process. This will help them determine what actions can lead to further success. They will be “learning to learn.”
“I noted that you reread your paper three times and made changes. Going back and checking helps you catch problems, doesn’t it?”
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Feedback for Struggling Students
Use self-referenced feedback (formatively) which addresses improvement.
– “This paragraph had a lot more vivid verbs than the one you did last week. It is much more exciting to read.”
– Note: For grading, use standards- or criterion-based feedback.
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Feedback for Struggling Students
Limit important points.Focus on small steps for improvement.Use simple vocabulary, explaining words as you go.Check for understanding by asking questions….”What is one thing that we talked about that you are going to do for the next paragraph?”
Strategy-questions
Questions:Waiting briefly before accepting responses from students has the effect of increasing the depth of students’ answersQuestions are effective learning tools even when asked before a learning experience.
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Need Additional Information
Iris White, Associate Education ConsultantCSDE, Bureau of Accountability and
Improvement(860) [email protected] Informationwww.ct.gov/sde/CALIRegistration: http://www.sdecali.net