Engaging Youth in Their Own Success

Rick Martin Director of Curriculum, Learning, Assessment and

Accountability , Alternative Education Division Lucy A. Vezzuto, Ph.D.

Coordinator, Student Mental Health and School Climate, Instructional Services Division

lvezzuto@ocde.us Orange County Dept. of Education

Session Focus • What is student engagement?

• Why address student engagement?

• What are indicators of student engagement?

• What is LCAP?

• How has Orange County Dept. of Education ‘s Plan

addressed engagement?

• What are some best practices for fostering student

engagement?

• Q and A

One of the missing links in past school improvement efforts & accountability is student engagement.

Kidwell, 2010, ACSA

Whole Child Approach

Healthy

Supported Engaged

Challenged Safe

ASCD, 2011

Local Control Accountability Plans: Climate Relevant to Other Priorities

School Climate & Culture Is Related to Student

Engagement

School Climate

• Immediate feel or tone that is

felt or experienced on a day-to-day basis by students, staff, and community

• One of the most important ingredients of a successful instructional program

• Immediately impacted

because of its moment-to-moment nature

(Eller and Eller, 2009, p.3)

The glue that holds the school together. It is the context for learning, teaching, and performance. Perceptions of Students,

Staff, Community Unwritten rules and traditions Norms, beliefs, expectations Way people think, act, dress, treat each other

School Culture Broader & Deeper Concept

“It is important to remember that young people are not just adults-in-training; their lives as they experience them now are as valuable and meaningful as those of the adults they will become. How they feel about school and their own achievement is, for most young people, central to their daily lives – whether they feel good about themselves and cared for at school; whether they are frustrated, anxious, bored, or depressed; whether they feel vibrant and excited by what they are learning; and, for that matter, whether they are learning at all.” Willms, et al. 2009

Student Engagement

Dimensions of Engagement

Mind Life of School

Heart

Engagement of the Mind • Cognitive-Intellectual-

Academic

• The work students do and the ways student go about their work

• Instructional-related activities

Engagement in the Life of the School

• Social-Behavioral-Participatory

• Ways in which students interact within school community outside instructional time

• Non-academic, social Interactions with other students and extracurricular school-based activities

Engagement of the Heart

• Emotional engagement

• How students feel about where they are in school, the ways and workings of the school and the people within the school

• Feelings of connection or disconnection to school

There’s a correlation between student engagement and reliably predicted school dropout rates.

Archambault, et al. 2008

“What keeps students interested and engaged in school? ….Only when students see the purpose of engaging in schools, as students and agents of change, will engagement and students’ academics and lives improve.” Yonezawa, et al 2009

Positive correlations between active student learning and student achievement

indicates that student engagement is frequently the key determinant.

“I would have stayed in school

longer if my school had…”

0 20 40 60

Childcare

Counseling program

Wkly meetings discuss problems

Classes challenges adolescents face

Better relationships bet students

Better student-teacher relationships

Youth United for Change, 2011

Academic performance is strongly linked to whether

students’ basic developmental needs are met---needs such as

health, security, respect, and love.

When students basic developmental needs are met

they feel more connected to school.

R and D Alert, A publication of WestEd, 2003, Vol. 5, No. 2

Students Who Are Connected to School…

• Have Friends at School

• Believe That Education Matters

• Believe That Discipline Is Fair

• Have Opportunities to Participate in Extra Curricular Activities

• Have a Voice in School Decisions

Robert Blum (2005) Educational Leadership

Students Who Are Connected to School…

• Feel they belong and are respected

• Like school and feel engaged in learning

• Believe teachers care about them and their learning

• Feel safe Robert Blum (2005) Educational Leadership

0% 20% 40% 60% 80% 100%

School Environment: Percentage of Students Scoring High in Each External

Asset and Total Assets (School Connectedness) Grade 5 54%

Percent of Students Orange County Data 2009-2013

Grade 7 Grade 9 Grade 11

Grade 5

Grade 9 Grade 11

Grade 5

Grade 9 Grade 11

Grade 5

Grade 9 Grade 11

Grade 7

Grade 7

Grade 7

35% 30%

36%

46% 46%

56% 61%

16% 14% 13%

16%

61% 34%

29% 33%

Caring Relationships

High Expectations

Meaningful Participation

School Connectedness

Student Protective Factors impact the success of high-poverty “turnaround schools”

1. Caring relationships

2. High expectation messages

3. Opportunities for meaningful participation and contribution

21 CA Dept of Education, 2009

School Caring Relationships & Annual Changes in Test Scores

-0.3

0.1 0.4 0.8 1.2 0.8 1.1 1.5 1.9 2.2

0.5 1.0

1.5 2.1

2.7

Reading Language Mathematics

Percent reporting caring relations with adults at school

-10

-5

0

5

10

Cha

nge

in S

AT-9

(NPR

)

52 58 64 71 77 52 58 64 71 77 52 58 64 71 77

Source: California Healthy Kids Survey & 1998-2002 STAR data files Gr. 7, 9, 11 Data from 600 schools

Caring relationships are supportive connections with others who serve as prosocial models and support healthy development.

Strong Correlation between Student Engagement and Relevant Curriculum

That Is Meaningful to Students

The Better Teacher Project (2010)

State Measures for LCAP School Climate Student Engagement

• Pupil suspension rates • Expulsion rates • Other local

measures- surveys of pupils, parents and all staff

• Attendance • Chronic absenteeism • Middle school dropout • HS dropout • HS graduation

School Climate & Social-Emotional

Measures Are Also Needed to Tell the Whole Story

Other Indicators of Student Engagement: Student Perceptions Needed

Homework Preparation for class Class discussions & assignments Level of academic challenge Interaction within & around school community Extra curricular activities Interaction with other students Feelings about school Support received Sense of place within school community

• Cognitive

• Social

• Emotional

Example of Actionable Framework: Engagement • Measure: Ask students and teachers

whether their relationships with students and teachers are caring

• Action: Ensure teachers know students names and interests; each student is connected with caring adult.

Relationships

• Measure: Ask students if they experience disrespect from adults or other students due to race, ethnicity, or culture.

• Action: identify and address discipline disparities; address ways to welcome all students

Respect for Diversity

•Measure: Ask students whether they participate in extracurricular activities; ask students if they are invited to contribute to making school a better place •Action: Ensure all students are invited and can

participate in extracurricular activities; ask students how to solve school problems

School Participation

(connectedness) Osher 2010

Student Data Informs Our Understanding of Student Engagement

A study of OC middle school students found that for Hispanic-Latino students their personal relationships with teachers emerged as more important than adult modeling of positive behaviors-- opposite from the preference of White and Asian students.

(Schneider & Duran 2011)

For newcomer immigrant students supportive school-based relationships strongly contribute to both their academic engagement & school performance. (Suarez-Orozco, Pimentel & Martin 2009)

Local Control Accountability Plans: Climate Relevant to Other Priorities

29

Traditional Ed. Alternative Ed.

• Rigor • Relevant • Relationship

• Relationship • Relevant • Rigor

CURRICULUM FOCUS

Characteristics of the Student Population

•High transition rate – the classroom dynamic is constantly changing •Most students are behind on credits and below grade level in their academics •Most students have not experienced success in school •Students enter with poor attendance •Students feel that school is a “have to” and not a path to college, career, or success •Many students are dealing with many other issues related to family, drugs, gangs, or behavior issues

Student Descriptors / Areas of Focus

Real – they tell it like it is

Eager to find someone who genuinely cares

Looking for consistency / dependability

Need structure – provide stability

Change is difficult and unsettling

Reluctance to open up – it takes time

32

Expected Student Learning Results

Exhibit appropriate behavior, responsible self-control, and social skills;

Work successfully with others and resolve conflicts through effective communication.

Respect and celebrate differences and diversity;

Exhibit guiding principles and core values.

Attain proficiency-level literacy skills;

Communicate effectively in reading, writing, and speaking;

Interpret, manipulate, and synthesize information;

Solve problems and make responsible decisions that support a healthy life-style;

Develop, value, and apply organizational skills;

Use current technology effectively.

Display the ability to set and achieve goals;

Acquire an understanding of–and skills for–success in the workplace;

Explore career possibilities;

Become informed and productive citizens who contribute to their community;

Be lifelong learners who integrate learning in and out of school.

Engagement Students shall:

Maximized Learning Students shall:

Transition Students shall:

LCAP Process Identify the two most strategic priorities

1. School climate 2. Student achievement

Rationale: The other 8 priorities connected to school

climate and engagement

LCAP Goals Three Main Goals: 1. Student and staff access to

technology

2. Increase of Stakeholder partnerships – emphasizing parent involvement

3. Students are college, career, and life ready

LCAP Goals Connection to School Climate

Technology: increased student engagement in learning and greater real world application

Stakeholder partnerships: increased parent participation in the education process, more student support services from grants and agency partners

College, career, and life ready: meaning and purpose to the learning

Response from Parents and Students to the Goals in LCAP

Survey results indicate the following:

LCAP Survey – Questions Asked of Students and Parents

• Parent responses:

LCAP Survey – Questions Asked of Students and Parents

• Parent responses (Continued):

LCAP Survey – Questions Asked of Students and Parents

• Parent responses (Continued):

LCAP Survey – Questions Asked of Students and Parents

• Parent responses (Continued):

LCAP Survey – Questions Asked of Students and Parents

• Student responses:

LCAP Survey – Questions Asked of Students and Parents

• Student responses (Continued):

LCAP Survey – Questions Asked of Students and Parents

I look forward to coming to school each day

• Student responses (Continued):

LCAP Survey – Questions Asked of Students and Parents

Supporting the Whole Child • Address the socio-emotional needs

• Address the behavioral needs

• Address the safety and security needs

• Address the academic needs

• Address the transitional needs

School Climate – Actions & Services Listed in the LCAP

• Training staff in the Why Try Program • Increased the number of community

school clinicians • Increased the number of clinical

interns working with students • Training staff in Restorative Justice

practices • Researching the CHAMPS program

Best Practices for Student Engagement

Cognitive-Intellectual-Academic Engagement

• Active, experiential, student-centered learning • Relevant, meaningful curriculum • Collaborative, authentic, problem-based

learning • Service learning & community connections • Student goal setting, reflection & monitoring

progress • Student-led conferences • Choice in academic learning • Ongoing classroom-based assessment • Culturally-responsive teaching

Social-Behavioral-Participatory Engagement

• Intentional teaching social-emotional skills • Multi-tiered systems of behavioral supports • Restorative practices • Service learning projects • Project-based learning • Include students in contributing & solving

school issues; developing policies • Students learn about their strengths • Mentoring • Peer leadership programs

Student Voice

Ask students how they feel and what they think about school.

Student Voice

Ways to involve students in school decisions that will shape

their lives and the lives of their peers.

Beginning Advanced

Strategies and Practices

Emotional Engagement

• Nurture caring relationships student-student; teacher student

• Customized mental health interventions & referrals

• Restorative Practices o Community building o Students participate in restitution processes o Conflict-harm restorative conferences o Restoring students to school after expulsion

• Provide counseling and support groups • Internships, apprenticeships

Session Focus • What is student engagement?

• Why address student engagement?

• What are indicators of student engagement?

• What is LCAP?

• How has Orange County Dept. of Education ‘s Plan

addressed engagement?

• What are some best practices for fostering student

engagement?

• Q and A