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Preface The California Healthy Kids Survey (CHKS) and the California School Climate Survey (CSCS) for staff provides schools and districts with valuable data; however, merely having data is not sufficient if it is not being used constructively for developing better schools and helping students to succeed academically. This is the impetus for developing a supplemental resource for the CHKS and CSCS, namely, the Workbook for Improving School Climate & Closing the Achievement Gap. This publication is part of a California Department of Education (CDE) initiative whose goal is to address the persistent achievement gap that plagues so many of our schools. The CDE defines the achievement gap as the disparity between white students and other ethnic groups, between English learners and native English speakers, between socio–economically disadvantaged and non–disadvantaged, and between students with disabilities as compared to students without disabilities. The success of this project is directly related to the exciting collaborative effort that brought several CDE offices and divisions together including Learning Support and Partnerships Division, Special Education Division, English Learner and Curriculum Support Division, and P–16 Division. The Workbook was developed with the recognition that teachers and administrators have a “full plate,” and are implementing strategies to address the important needs of their students; therefore, we wanted to provide an easy to use resource that not only offers additional strate- gies, but also affirms the hard work and effort that many schools and districts have already invested toward improving the success of students. The CDE recognizes that the achievement gap cannot be closed in one day; but by taking one step at a time toward creating a more positive school climate, we can work together to narrow it. Sincerely, Gordon Jackson, Assistant Superintendent Learning Support and Partnerships Division acknowledgements The Workbook for Improving School Climate & Closing the Achievement Gap is the result of a collaborative project involving WestEd and a number of divisions within the California Depart- ment of Education including the Learning Support and Partnerships Division, P–16 Division, English Learner and Curriculum Support Division, and Special Education Division. The goal of this project was to produce a valuable, user-friendly, strengths-based document acknowledg- ing and supporting educators who are striving to provide the best for their students in an educational community with limited resources. It was also to provide additional purpose and use to the data collected from the California Healthy Kids Survey (CHKS) for students and the California School Climate Survey (CSCS) for staff. The Workbook specifically recognizes the role that a positive school climate makes in closing the achievement gap and improving success for all. This document draws upon research supporting the findings that quality teaching and learning is maximized and that teachers and students have better opportunities to meet with success when a positive school climate exists. What has been so rewarding for us is that during the process of developing this Workbook the team—brought together with wide ranging expertise from various programs, depart- ments and organizations—worked in a strengths-based manner to develop a strengths-based product. It has been a highly collaborative, effective, thoughtful, respectful, and dedicated group that has been able to use the best of the group’s expertise to produce an encompass- ing and useful tool. Needless to say, the Workbook represents the efforts of a team that never waned in their commitment and passion to support all of California’s students and teachers in achieving success in school and beyond. To all the members of this collaboration, a very heartfelt thanks for making this project so enjoyable for us and so meaningful for all the students and teachers of California who will reap the benefits of your efforts. Thank you to All— Sara Truebridge Co–Project Director Sean Slade Co–Project Director Greg Austin, Ph.D. Program Director Health and Human Development Program, WestEd Bonnie Benard, M.S.W. Senior Program Associate Health and Human Development Program, WestEd Nicole Busto Graphic Designer Health and Human Development Program, WestEd Janet Canning, M.S. Education Programs Consultant Special Education Division, California Department of Education Hilva Chan, M.S.W. Education Programs Consultant Learning Support and Partnerships Division, California Department of Education Lisa R. Churchill, Ph.D. Professor Emerita California State University, Chico Patt Kearly, Ph.D. Professor of Special Education California State University, Sacramento Dona Meinders, M.A. Project Coordinator Center for Prevention and Early Intervention, WestEd Rose Owens-West, Ph.D. Senior Project Director Comprehensive School Assistance Program, WestEd Leslie Poynor, Ph.D. Research Assistant Health and Human Development Program, WestEd Linda Rivera Education Programs Consultant English Learner and Curriculum Support Division, California Department of Education Jacinto Salazar Project Manager Comprehensive School Assistance Program, WestEd Shadidi Sia-Maat, Ph.D. Education Programs Consultant P–16 Division, California Department of Education Sean Slade, M.Ed. Co–Project Director Health and Human Development Program, WestEd Sara Truebridge, M.A. Co–Project Director Health and Human Development Program, WestEd contributors The following individuals participated in the development of the Workbook: contents Section A: Overview .................................................................................................. A Purpose ....................................................................................................................................A1 Introduction ...........................................................................................................................A1 Framework ..............................................................................................................................A2 How To Use This Workbook ..............................................................................................A5 Reading Your Results ..........................................................................................................A6 Process .....................................................................................................................................A7 Related Reports ....................................................................................................................A8 Section B: Closing the Achievement Gap .................................................................... B Introduction ...........................................................................................................................B1 Focus Area 1. Equity of Expectations & Support .......................................................B6 Focus Area 2. Race: Equity & Respect ............................................................................B14 Focus Area 3. Cultural Relevance: Education & Curriculum ..................................B23 Section C: Special Education ..................................................................................... C Introduction ...........................................................................................................................C1 Focus Area 1. Barriers to Effective Service Delivery .................................................C7 Focus Area 2. Integration & Collaboration ..................................................................C15 Focus Area 3. Student Expectations & Supports .......................................................C24 Focus Area 4. Personnel Supports .................................................................................C32 Section D: Migrant Education .................................................................................... D Introduction ...........................................................................................................................D1 Focus Area 1. Engagement ...............................................................................................D5 Focus Area 2. Health ............................................................................................................D13 Section E: Appendices ............................................................................................... E Appendix 1. Related Questions .......................................................................................E1 Appendix 2. Crosswalk of Questions .............................................................................E7 Appendix 3. Compilation of Links ..................................................................................E13 Appendix 4. Protective Factor Strategies ....................................................................E19 A1 PurPose introduction The achievement gap between white students and other ethnic groups as well as between English learners and native English speakers, socioeconomically disadvan- taged and non-disadvantaged students, and students with disabilities compared to students without disabilities is a pervasive issue in many, if not all, of California’s schools (www.closingtheachievementgap.org). The achievement gap is a fact that California simply cannot afford to accept—morally, economically, or socially. We know that all children can learn to the same high levels, so we must confront and change those things that are holding groups of students back. Towards that effort, in February 2007, State Superintendent of Public Instruction Jack O’Connell announced the Closing the Achievement Gap (CTAG) Initiative1 and charged the California P-16 Council2 to provide recommendations on what the State can do differently to assist local education agencies in closing the achievement gap. 1 CTAG Initiative, a plan to identify ways the state can better assist counties, districts, and schools in closing California’s achievement gap. 2 The California P-16 Council is a high level, statewide assembly of educators from preschool, K-12, higher education, business, philanthropy, and community leaders appointed by Superintendent O’Connell and chaired by Dr. Barry Munitz. The Council is charged with developing strategies to better coordinate, integrate, and improve education for preschool through college students. The P-16 Council identified and recommend- ed that “School Culture and Climate” be an area of focus in addressing the achievement gap. This recommendation was based on the understanding that a school’s culture and climate, and ultimately a student’s learning and a teacher’s teaching, occurs within the context of the values, beliefs, and rituals of the school, community, and larger society. With respect to culture and climate, the P-16 Council specifically recommended that schools and districts 1) provide cultur- ally relevant professional development for all school personnel; and 2) conduct a climate survey. Following this recommendation a commit- tee was established and charged with revising the existing California Healthy Kids Survey (CHKS) and the California School Climate Survey (CSCS) for staff to include specific questions that relate to the achieve- ment gap. This resulted in the development and addition of CTAG, Special Education, and Migrant Education questions and/ or modules to the California Healthy Kids Survey and the California School Climate Survey for staff. Both revised surveys, when used together and wisely, provide valuable information to teachers, schools, and districts so they can address school climate and culture in the context of closing the achievement gap. The development of the CTAG Workbook is in response to support that effort. This Workbook is a companion resource to the California Healthy Kids Survey (CHKS) and California School Climate Survey (CSCS) for staff. Its purpose is to use the data from these surveys to assist local efforts to support and strengthen special education, migrant education, and other educational services for culturally, linguistically, and ethnically diverse students. The Workbook is a practical guide for busy teachers and administrators to foster a positive school climate for staff and students, which in turn promotes positive academic outcomes for all students. A2 framework A Strengths-Based Approach/Framework Teachers can not teach and students can not learn if either are tired, sick, hungry, distract- ed, scared, or absent. If we are to close the achievement gap we must recognize that successful teaching and learning cannot occur unless basic environmental supports and opportunities are in place to create positive school climates that meet the developmental needs of teachers and students. All individuals, both young and old, have basic human needs which include, but are not limited to, the needs for safety, love and belonging, respect, power, challenge and mastery.1 Longitudinal developmental resilience research finds that three inter- related protective factors (also known as developmental supports and opportuni- ties) together in any single environment— home, school, or community—determine whether these needs are met. The three protective factors are as follows: 1) provid- ing caring relationships; 2) communicating high expectation messages; and 3) provid- ing opportunities for meaningful participa- tion and contribution.2,3 Michael Rutter, in his classic research into effective schools in high poverty communities, found that “turnaround schools”—schools that were successfully able to narrow the achievement 1 Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370-396. 2 Benard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school and community. Portland, OR: Western Center for Drug-Free Schools and Communities. 3 Benard, B. (2003). Turnaround teachers and schools. In B. Williams (Ed.), Closing the achievement gap (2nd ed.) (pp. 115-137). Alexandria, VA: Association for Supervision and Curriculum Development. gap for students in high poverty areas were those that created a school climate rich in these three protective factors.4 Resilience: It’s HOW You Do What You Do Resilience is the ability for successful adapta- tion in the face of trauma, adversity, and/or stress. Resilience and youth development, like other strengths-based approaches, is grounded in a theory of change supported by longitudinal developmental resilience research.5 One of the fundamental lessons to be drawn from resilience research is that schools that create environments rich in the three protective factors are more likely to report high levels of student engagement, school connectedness, better attendance, better performance, and to have lower rates of dropping out, alcohol, and other drug abuse, teen pregnancy, and delinquency than other schools. Resilience research goes beyond the WHAT and delves into the HOW. How vs. What In many situations, school reform strate- gies primarily focus on improving academic curriculum, programs, and materials. While such changes are often essential, they are also often not sufficient in themselves. Reform or school improvement efforts, as well as teacher education and practice in 4 Rutter, M. (1979). Protective factors in children’s responses to stress and disadvantaged. In M.W. Kent & J. E. Rolf (Eds.), Primary prevention of psychopathology: Social competence in children (pp.49-74). Oxford, UK: Blackwell. 5 Benard, B. (2004). Resiliency: What we have learned. San Francisco, CA: WestEd. A3 general, largely ignore the school climate and the related learning barriers that can impede students’ motivation and ability to benefit from any improvements in curriculum, programs, or materials.6 Too often efforts that focus on curriculum, programs, and materials ignore the role of other information that can be simulta- neously communicated in the classroom by HOW the teacher teaches rather than WHAT a teacher teaches. Thus, changing 6 Cohen, J., McCabe, E. M., Mitchelli, N, M., and Pickeral, T. (2009) Teachers College Record Volume 111, Number 1, January 2009, pp. 180–213 curriculum, programs, materials, or specific subject content may improve what is taught in a classroom, but may not alter what is learned.7 In other words: It’s not WHAT you do; it’s HOW you do it. At the Core of the Theory The three inter-related protective factors at the core of the resilience theory are as follows: 1) providing caring relationships; 2) communicating high expectation messages; and 3) providing opportunities for meaning- ful participation and contribution. In an educational context, the presence of these three protective factors in school are what contribute to creating and sustaining a positive school climate—one that is optimal for fostering resilience—that is, it becomes one that mitigates and buffers the negative effect that trauma, stress, and adversities such as poverty, racism, violence, alcohol and drug abuse, and physical and mental illness may have on individuals and taps their resilient nature.8,9 This, in turn, contributes to the healthy and successful development and emergence of children’s and adults’ personal developmental competencies and strengths, such as social competence, ability to problem-solve, autonomy (sense of self), and sense of purpose and future. The flow of the theory continues: the enhance- 7 Yero, J. L. (2002). Teaching in mind: How teacher thinking shapes education. Hamilton, MT: Mindflight Publishing. 8 Benard, B. (2004). Resiliency: What we have learned. San Francisco, CA: WestEd. 9 Werner, E., & Smith, R. (2001). Journey from childhood to midlife: Risk, resilience, and recovery. Ithaca, NY: Cornell University Press. Figure 1. School Climate Model A4 ment of individual strengths contribute to a reduction in their health risk behaviors and an increase in all aspects of their healthy development and life success—physically, socially, emotionally, cognitively, and morally/spirituality. These are represented by the red sections surrounding the core. This strengths-based developmental theory of change underlies most effective preven- tion and educational interventions. Contin- ued research supports the application of this theory not only as it relates to young people from high-risk environments but also to all people regardless of age, gender, ethnic- ity, or geographic setting.10 It is imperative for our young people’s healthy develop- ment and school and life success, that schools address school climate by providing educational environments that motivate and engage children and adults in meeting their developmental needs in positive ways. 10 Masten, A. & Coatsworth, D. (1998). The develop- ment of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205-220. A5 How to use tHis workbook Cycle of Action Just as classrooms, schools, or districts need to look at their processes if their data highlight issues in the school, it is equally important for schools and districts to recognize, acknowledge, and sustain processes that the data indicate are working. Classrooms, schools, and districts that find encouraging results should actively think about strengthening, expanding and promoting what they are doing and seek to replicate their actions. The process of assessing where you are, maintaining, and then building upon what you are doing, and showcasing what you are doing is a continual process—a cycle of 4 actions: Focus on, » Improve, » Maintain, and » Strengthen. » Settings Readers are shown how to use results from their CHKS and CSCS Special Reports. They are also provided with a Self-Assessment question to identify needs. They are then offered suggestions or Next Steps on what they can do next. Next Steps are listed for 3 settings: Classroom » , School » , and District » . Protective Factors A key part of these Next Steps are the actions or suggestions regard- ing the Protective Factors. There are 3 principle Protective Factors: CR—Caring Relationships, » HE—High Expectations, and » MP—Meaningful Participation. » This Workbook is designed as a strengths-based document to help classroom teachers, principals and other adminis- trators, as well as district personnel to better understand and use the data that is available to them via the CHKS and the CSCS. The overall aim is to help schools improve school climate and close the achievement gap in California by reinforcing areas of strength as well as addressing areas of concern. A6 reading Your results The various CHKS and CSCS Reports display results in table format. Table results show the percentages of respondents answering along a Likert scale. Typically the response options were “Strongly agree,” “Agree,” “Disagree,” or even “Strongly Disagree”. On the tables that compare specific groups of staff with the general faculty the tables frequently compare those that only “Strong- ly Agree”. Please be aware that: Small numbers of respondents have » greater “margin of error” The data is just one snap-shot of staff » responses The results should be used as a starting » point for discussion around certain issues/themes It is up to the reader and each team, school, and district, to decide what the results mean and where they should start along the “Steps” continuum. However there are some general things people can look for: Do more respondents agree (strongly » agree/agree) than disagree (strongly disagree/disagree)? (e.g. 70% to 30%) Are the responses for a specific group » of staff different than the general staff? (e.g. special education staff 50% strongly agree but only 20% for general education staff.) Even if % are the same 50/50 there is » need for discussion. Such as why do half the respondents “disagree”? Or perhaps specific staff and general staff both indicate that there is (or isn’t) an issue. Whatever the responses, there are steps that each school or district can take to find out more, start discussions and to then: Focus on, » Improve, » Maintain, and » Strengthen. » A7 Process #1 Select Subject Select an area of interest— • closing the Achievement Gap overall, Special education or Migrant education. #2 Select AreA choose a relevant Area of Focus. • #3 locAte DAtA Have your cHKS/cScS reports handy.* • enter the results from the cHKS/cScS into • the relevant blank tables in this Workbook. If you do not have the results handy answer • the Self-Assessment question as a starting point. #4 DIScuSS reSultS What do your results show? • Is there something that needs to be looked • at further? Start a discussion and ask more questions. • #5 cHooSe SettInGS Select your setting: classroom, School, • or District. #6 tAKe next StepS read through the next Steps strate- • gies. Which of the strategies are most • relevant/pertinent? Which appear to be the most straight • forward to address? Which appear the most critical to • address? #7 FInD Support classroom strategies can be implemented • easily by individuals or a small team. School-wide or district-wide initiatives will • need to consider gathering support; such as: Develop a task-force; • present results; • organize Focus Groups; or • Invite input from stakeholders. • #8 IMpleMent Gather support, start with easy to • implement steps. *District Reports CHKS reports can be accessed at: www.wested.org/cs/chks/print/docs/chks_bsearch. html. CSCS reports can be accessed on the previous website or at: http://cscs.wested.org/reports/search. Alternatively these reports can be accessed through CDE Data Quest: http://dq.cde.ca.gov/dataquest School Level Reports Ask your school principal if a copy is available at school. If not, your district CHKS coordinator can order a copy from WestEd for a nominal fee. A8 related rePorts* CHKS Migrant Education Report CHKS CTAG Report CHKS Main Report CHKS Key Findings CSCS Migrant Education Report CSCS Special Education Report Workbook CTAG, ME, SE CSCS CTAG Report CSCS Report If districts complete Closing the Achievement Gap Module G, they receive: If districts have students/staff involved in Migrant Education, they receive: If districts receive any of the above Special Reports, they also receive the Workbook: If districts have staff who serve students in Special Education with IEPs, they receive: Supplemental Reports Basic Reports All districts receive: *School level reports are available from WestEd through the CHKS District Coordinator for a nominal fee. Contents Introduction ............................................................................................................. B1 Process .................................................................................................................... B4 Areas of Focus .......................................................................................................... B5 Focus Area 1. Equity of Expectations & Support ......................................................... B6 Locate Data ............................................................................................................................B6 Discuss Results ......................................................................................................................B8 Choose Settings, Take Next Steps ..................................................................................B9 Recognize, Strengthen, Expand, & Share Classroom ...............................................B10 Recognize, Strengthen, Expand, & Share School ......................................................B11 Recognize, Strengthen, Expand, & Share District .....................................................B12 Find Support, Implement ..................................................................................................B13 Focus Area 2. Race: Equity & Respect ........................................................................ B14 Locate Data ............................................................................................................................B14 Discuss Results ......................................................................................................................B17 Choose Settings, Take Next Steps ..................................................................................B18 Recognize, Strengthen, Expand, & Share Classroom ...............................................B19 Recognize, Strengthen, Expand, & Share School ......................................................B20 Recognize, Strengthen, Expand, & Share District .....................................................B21 Find Support, Implement ..................................................................................................B22 Focus Area 3. Cultural Relevance: Education & Curriculum ......................................... B23 Locate Data ............................................................................................................................B23 Discuss Results ......................................................................................................................B25 Choose Settings, Take Next Steps ..................................................................................B26 Recognize, Strengthen, Expand, & Share Classroom ...............................................B27 Recognize, Strengthen, Expand, & Share School ......................................................B28 Recognize, Strengthen, Expand, & Share District .....................................................B29 Find Support, Implement ..................................................................................................B30 Additional Selected Resources & Websites ................................................................. B31 B1 IntroduCtIon school climate research has identified high-achieving schools located in the most racially segregated and economically depressed urban areas that managed to “beat the odds”... In February 2007, State Superintendent of Public Instruction Jack O’Connell announced his intent to lead an effort to identify ways the state can better assist counties, districts, and schools in their efforts to close California’s achievement gap.1 While, the U.S. Department of Education describes the achievement gap as the difference in academic performance between different ethnic groups, the California Department of Education (CDE) defines it as the disparity between white students and other ethnic groups, between English learners and native English speakers, between socioeconomi- cally disadvantaged and non-disadvantaged, and between students with disabilities as compared to students without disabilities. CDE recognizes and values the role of a positive school climate in closing the achieve- ment gap. A school’s culture and climate need to reflect and be responsive to the diverse racial, cultur- al backgrounds, and needs of its student and teacher populations. Research has shown that a caring, engaging, and protective school environment is beneficial socially, emotion- ally, and academically.2,3,4 There is still much 1 Please see the CDE website www.closingtheachieve- mentgap.org for more information. Much of the information in this document was adapted from that document and the CSCS main report. 2 Benard, B. (2004). Resiliency: What we have learned. San Francisco, CA: WestEd. 3 Cohen, J., McCabe, E. M., Mitchelli, N, M., and Picker- al, T. (2009) Teachers College Record Volume 111, Number 1, January 2009, pp. 180–213 4 Rutter, M. (1979). Protective factors in children’s responses to stress and disadvantaged. In M.W. Kent & J. E. Rolf (Eds.), Primary prevention of psychopathology: Social competence in children (pp.49-74). Oxford, UK: Blackwell. improvement that can be made in schools to enhance school climate. Students and teachers, whether because of color, race, ethnicity, or physical or mental challenges, often feel alienated from the norms and behaviors of the school culture or put off by teaching and learning practices that “do not reflect my background and where I come from.” To communicate and do an effective job of teaching so learning can be maximized for students, California’s educators need to have a cultural understanding of themselves, the students they teach, and the communi- ties that house them. School Climate School climate refers to the conditions or quality of the teaching and learning environment—as created by the community of people involved, their values, beliefs, and interpersonal relationships, and the physical setting itself —that affect the subjective school experiences, attitudes, behaviors, and performance of both students and staff. A positive school climate is one that is support- ive, safe, caring, challenging, and participa- tory for all. School Climate and the Achievement Gap School climate research has identified high-achieving schools located in the most racially segregated and economically depressed urban areas that managed to “beat the odds” with higher achievement than other similarly challenged schools, by enhancing the caring relationships, high expectations, and opportunities for meaning- ful participation in the school environment. The goal of school climate research is to B2 determine the factors within schools that account for such success and that motivate teachers to teach and students to learn. CDE hopes to contribute to a deeper understand- ing of the important role that school climate plays in closing the achievement gap. Over the past several years, research related to the academic achievement gap and rising concerns related to the outcomes for ethnically diverse students has led to revisions in California’s approach to data collection. The California Healthy Kids Survey (CHKS) and the California School Climate Survey (CSCS) for staff have been expanded to include questions focused specifically to address the interrelated issues for students from culturally, linguisti- cally, and ethnically diverse backgrounds as well as those who may require special- ized supports such as special education or migrant education services. This initia- tive has also broadened both state and district perspectives on how best to address working conditions which directly affect the teaching and learning environment for all students. New Questions In the 2008/09 school year, new questions specifically about cultural climate were added in an effort to collect data that contributes to a deeper understanding of the educational experience of underper- forming students; informs continuous improvement of teaching, leadership, and organizational practices; and leads to new insights, awareness, and future actions that ultimately extend policies and practices that work for all and/or eliminate those that disaffect certain groups. Ten CTAG questions were added to the CHKS in a separate module and districts can elect to adopt this module as an option. As schools engage with their CHKS and CSCS data they will garner a better understanding of the current environment in their school and identify areas where they can focus to provide or sustain the developmental supports and opportunities all students and staff need to create a school climate that promotes achievement and fosters educational success for all. To begin that process school personnel who are directly responsible for student achievement need to: 1) review and analyze the data, and 2) plan and hold strategic meetings so that all teachers can engage in data-driven conversations regarding teaching and learning conditions that support student achievement. Moving from data collection to strategic action is contingent upon schools having access to meaningful support and committing to a sustained reform effort. The Three Areas of Focus Related to CTAG CDE has identified three areas of focus related to closing the achievement gap in the context of school climate: 1) Equity of Expectations and Support; 2) Race: Equity and Respect; 3) Cultural Relevance: Education and Curriculum. Equity of Expectations and Support 1. — Students who report caring and supportive interpersonal relationships in school have more positive academic attitudes and values, are more satisfied with school, attend school more frequently, learn more, and report that they are more engaged in academic work. Conveying positive high expecta- tions and strong support messages in a classroom and school environment occurs at several levels. The most obvious and powerful is at the belief level, where the teacher and other school staff communicate the message B3 that the student has everything he or she needs to be successful. Through relationships that convey this deep belief, students can learn to believe in themselves and in their futures. Race: Equity and Respect 2. —In a study of an economically diverse sample of middle school African-American adolescents, Wong, Eccles, & Sameroff found that students who experienced racial discrimination from teachers or peers showed declines in grades and academic self-concepts and made more friends who were not interested in school and displayed problem behaviors.5 Conversely, a school that actively promotes respect and encour- ages its students to value education and learn, often report that students across the board are more engaged in academic work. Smith lists lack of respect and acceptance for diversity, low expectations, and poor teacher/ student relationships as school factors that affect achievement of children of color.6 Cultural Relevance: Education and 3. Curriculum—School success is enhanced when students feel connect- ed to school and are engaged in their learning. Unfortunately there are too many students in school who do not feel connected or engaged in their schools because the curriculum that they are exposed to has little or no relevance in their lives. To increase 5 Wong, C.A., Eccles, S., and Sameroff, A. (2003). The influence of ethnic discrimination and ethnic identi- fication on African American adolescents’ school and socioemotional adjustment. Journal of Personality, 71(6): 1197-1232. 6 Smith,C. (2005). School factors that contribute to the underachievement of students of color and what culturally competent school leaders can do. Education- al Leadership and Administration 17, 21-33. student engagement and participa- tion in schools for students from culturally, linguistically and ethnically diverse backgrounds, teachers should: 1) examine the linguistic and cultural assumptions underlying the curriculum, activities, and instruc- tional strategies; 2) consider cultural and educational backgrounds and approaches to learning when trying to understand and explain student behavior; and 3) attempt to learn more about ways that other cultures structure their children’s educational experiences and explore ways that languages and cultures are similar and different. Conclusion We know that students are more likely to do well in school if they feel supported and understood by their teachers and peers, and we know that teachers are more likely to be effective if they understand and can relate to the diverse cultures of students in their classrooms. These surveys make an invalu- able contribution to our ongoing efforts to provide critical data to guide the fostering of the absolute best school climate for all teachers and students in our schools. Districts and schools that did not conduct the CTAG module can still use this Workbook by focusing on the strategies in the CTAG section. This section is over-arching and provides steps that can support every school and district. In addition, Appendix 1 provides a list of questions from the basic CHKS and CSCS surveys that would be helpful to all districts regardless of whether they implemented the CTAG module. Districts receive the CHKS & CSCS CTAG Reports by completing the CTAG module (www.wested. org/chks/ctag). B4 ProCess #1 Select Subject Select an area of interest— • closing the Achievement Gap overall, Special education or Migrant education. #2 Select AreA choose a relevant Area of Focus. • #3 locAte DAtA Have your cHKS/cScS reports handy.* • enter the results from the cHKS/cScS into • the relevant blank tables in this Workbook. If you do not have the results handy answer • the Self-Assessment question as a starting point. #4 DIScuSS reSultS What do your results show? • Is there something that needs to be looked • at further? Start a discussion and ask more questions. • #5 cHooSe SettInGS Select your setting: classroom, School, • or District. #6 tAKe next StepS read through the next Steps strate- • gies. Which of the strategies are most • relevant/pertinent? Which appear to be the most straight • forward to address? Which appear the most critical to • address? #7 FInD Support classroom strategies can be implemented • easily by individuals or a small team. School-wide or district-wide initiatives will • need to consider gathering support; such as: Develop a task-force; • present results; • organize Focus Groups; or • Invite input from stakeholders. • #8 IMpleMent Gather support, start with easy to • implement steps. *District Reports CHKS reports can be accessed at: www.wested.org/cs/chks/print/docs/chks_bsearch. html. CSCS reports can be accessed on the previous website or at: http://cscs.wested.org/reports/search. Alternatively these reports can be accessed through CDE Data Quest: http://dq.cde.ca.gov/dataquest School Level Reports Ask your school principal if a copy is available at school. If not, your district CHKS coordinator can order a copy from WestEd for a nominal fee. B5 AreAs of foCus Select AreA choose a relevant • Area of Focus. EQuITy oF ExPECTATIoNS & SuPPoRT RACE: EQuITy & RESPECT CulTuRAl RElEvANCE: EduCATIoN & CuRRICulum 2 B6 . Equity of ExpEctations & support 1 AREA oF FoCuSequIty of exPeCtAtIons & suPPort Self–Assessment Questions Expectations Are all students, regardless of culture, language, and ethnicity, expected to achieve? » Support and Encouragement Are all students supported in being successful? » Are all students encouraged to be successful? » The objective… at the classroom level » is to address ways to increase student success. at the school level » is to promote the equity of expectations and support amongst staff and to encourage and provide opportu- nities for them to work together towards creating a site and community that is supportive and healthy for all. at the district level » is to address district policies and structures to improve learning and teaching within diverse and multicul- tural communities. locAte DAtA Have your cHKS/cScS reports handy.* • enter the results from the cHKS/cScS • into the relevant blank tables in this Workbook. If you do not have the results handy • answer the Self-Assessment question as a starting point. *District Reports CHKS reports can be accessed at: www.wested.org/cs/chks/print/docs/chks_bsearch. html. CSCS reports can be accessed on the previous website or at: http://cscs.wested.org/reports/search. Alternatively these reports can be accessed through CDE Data Quest: http://dq.cde.ca.gov/dataquest School Level Reports Ask your school Principal for the school level report or contact your CHKS District Coordinator and request a copy of the school district report for a nominal fee. B7 . Equity of ExpEctations & support 1 AREA oF FoCuSequIty of exPeCtAtIons & suPPort Table S1 Positive Learning and Working Environment Percent Strongly Agreeing This School... AA % AI/AN % A/PI % W % H/L % O/ME % Is a supportive and inviting place for students to learn (T2.1) Sets high standards for academic performance for all (T2.2) Encourages students to enroll in rigorous courses (T4.9) Key: AA=African American, AI/AN=American Indian or Alaska Native, A=Asian, PI=Pacific Islander, W=White, H/ L=Hispanic or Latino/a, O/ME=Other or Multi-ethnic G2 Teachers and other adults encourage me to work hard in school so I can be successful in college or at the job I choose. AI/AN NH/PI Asian AA H/L White Other Mix Strongly Disagree Disagree Neither disagree nor agree Agree Strongly agree Key: AI/AN=American Indian or Alaska Native, NH/PI=Native Hawaiian or Pacific Islander, Asian=Asian, AA=African American, H/L=Hispanic or Latino/a, White=White, Other=Other not listed, Mix=Multi-ethnic Turn to Summary Table S1 of your CSCS CTAG Report. Hint: It may be worthwhile to write/enter your scores into the following blank tables so you can refer back to them as you use this Workbook. If you are viewing the pdf online, you can type directly into the result boxes, save, and print out the page for your reference or to e-mail to others. Compare this to the student responses in Tables G2 and G3 of your CHKS CTAG Report. Note: The below survey questions are from the 2008/2009 CHKS and CSCS reports. If you are looking at reports from a different year, there may be differences in the survey questions and numbering. B8 . Equity of ExpEctations & support 1 AREA oF FoCuSequIty of exPeCtAtIons & suPPort G3 The teachers and other adults work hard to help me with my schoolwork when I need it. AI/AN NH/PI Asian AA H/L White Other Mix Strongly Disagree Disagree Neither disagree nor agree Agree Strongly agree Key: AI/AN=American Indian or Alaska Native, NH/PI=Native Hawaiian or Pacific Islander, Asian=Asian, AA=African American, H/L=Hispanic or Latino/a, White=White, Other=Other not listed, Mix=Multi-ethnic DIScuSS reSultS What do your results show? • Is there something that needs • to be looked at further? Start a discussion and ask • more questions. For additional CHKS and CSCS questions for this focus area, refer to Appendix 1. B9 . Equity of ExpEctations & support 1 AREA oF FoCuSequIty of exPeCtAtIons & suPPort oK now what to do? Here are some Next Steps you can take to either: Focus on » and Improve the current situation (if you found that there are gaps around expectations or support at your school), or maIntaIn » and strengthen the situation (if you found that gaps were minimal or support was apparent). We’ve divided these steps into sections for: Classroom » sCHool » DistriCt » We’ve also placed 2 columns of checkboxes next to each one so you can identify which you are already doing (and want to continue doing) and those that might need more attention. cHooSe SettInGS Select your setting: classroom, School, • or District. tAKe next StepS read through the next Steps strategies. • Which of the strategies are most • relevant/pertinent? Which appear to be the most straight • forward to address? Which appear the most critical to • address? B10 . Equity of ExpEctations & support 1 AREA oF FoCuSequIty of exPeCtAtIons & suPPort protective factors: cr = caring • relationships HE = High • Expectations Mp = Meaningful • participation reCognIze, strengthen, exPAnd, & shAre ✺ CLAssrooM Check applicable: done to do strAtegIes for CLAssrooMs Teachers should consistently make it a point to tell every student, (regardless of SES, race, gender, lack of parental involvement, etc.) that they will succeed (HE) Provide pictures, and stories of students and adults that resemble ethnic and cultural makeup of the class in successful endeavors (MP) Differentiate instruction to accomodate different learning styles (MP) Pause for 2 minutes every 5-10 minutes of a lecture/ lesson to allow students to write and consolidate notes (HE, MP) Habitualize daily praise and encouragement of efforts - simple phrases/notes such as “well done” (CR, HE) Encourage students to acknowledge the contribution of others by promoting discussion and debate about each other’s work (MP) Have a team teacher observe and list which students receive your attention during a class lesson. Sometimes teachers can unwittingly ignore some students from warranted praise (CR) Inform students of lesson objectives and what is expected of them (HE) Group students in a heterogeneous manner, promot- ing cooperation, shared responsibility, and a sense of belonging (HE, MP) For more suggestions on creating a positive climate go to Appendix 4: Protective Factor Strategies. Check applicable: done to do LInks to resourCes Schools Moving Up (Archived Webinar)—Promising Practices for African American and Hispanic Students www.schoolsmovingup.net/cs/smu/view/e/61 the objective at the classroom level is to address ways to increase student success. B11 . Equity of ExpEctations & support 1 AREA oF FoCuSequIty of exPeCtAtIons & suPPort protective factors: cr = caring • relationships HE = High • Expectations Mp = Meaningful • participation Check applicable: done to do strAtegIes for sChooLs The principal should lead the call to “value all students” as a commitment and not just a mantra (CR, HE) Use data to drive decisions and promote high expecta- tions for students and teachers (HE) Ensure that classrooms are conducive to positive interaction—space to move, activities which ask for interaction (MP) Encourage varying forms of assessment and ask that staff develop a range of competencies in students (MP, HE) Promote student involvement is all aspects of the school. This action serves to create a sense of importance and empowerment and recognizes that all students are part of the school community (MP) Increase student involvement from Student Commit- tees to Staff–Parent–Student groups and to School– Community groups (MP) Incorporate topics/activities which allow all students to achieve and be acknowledged (MP, HE) Challenge the myths held about certain groups of children and youth—especially those who are poor, non–white, and non–English–speaking (HE) For more suggestions on creating a positive climate go to Appendix 4: Protective Factor Strategies. reCognIze, strengthen, exPAnd, & shAre ✺ sChooL Check applicable: done to do LInks to resourCes Schools Moving Up (Archived Webinar)—Closing the Learning Gap: Steps That Work www.schoolsmovingup.net/cs/smu/view/e/3368 the objective at the school level is to promote the equity of expecta- tions and support amongst staff and to encour- age and provide opportunities for them to work together towards creating a site and community that is supportive and healthy for all. B12 . Equity of ExpEctations & support 1 AREA oF FoCuSequIty of exPeCtAtIons & suPPort protective factors: cr = caring • relationships HE = High • Expectations Mp = Meaningful • participation Check applicable: done to do strAtegIes for dIstrICts Develop policies that focus instruction on a broad range of learning styles and multiple intelligences that build from student strengths, interests, and experi- ences, and that is participatory and facilitative (HE) Focus student assessment on multiple intelligences, utilize authentic assessments, and foster self-reflection (HE) Develop strengths-based assessments (CR, HE, MP) Develop systems for immediate intervention in assist- ing struggling students (CR, HE, MP) Discipline in a manner that does not isolate and punish but holds students accountable to others and themselves such as in restorative justice approaches like teen/peer courts and peer mediation (HE, MP) Create opportunities for students to interact with local businesses in meaningful ways (MP) Develop school-business partnerships (MP) For more suggestions on creating a positive climate go to Appendix 4: Protective Factor Strategies. reCognIze, strengthen, exPAnd, & shAre ✺ dIstrICt Check applicable: done to do LInks to resourCes The Achievement Gap Initiative at Harvard University Mission is to help raise achievement for all children www.agi.harvard.edu the objective at the district level is to address district policies and structures to improve learning and teaching within diverse and multicultural communities. B13 . Equity of ExpEctations & support 1 AREA oF FoCuSequIty of exPeCtAtIons & suPPort To help you plan what you do next we have included the following two Planning and Implementation charts. thIngs We Want to Do (foCus on & IMProve) next steps to Increase equity of expectations & support date thIngs We are Doing (MAIntAIn & strengthen) next steps to Increase equity of expectations & support date FInD Support classroom strategies can be • implemented easily by individuals or a small team. School-wide or district-wide initia- • tives will need to consider gathering support; such as: Develop a task-force; • present results; • organize Focus Groups; or • Invite input from stakeholders. • IMpleMent Gather support, start with easy to • implement steps. AREA oF FoCuSB14 . racE: Equity & rEspEct 2 AREA oF FoCuSrACe: equIty & resPeCt Self–Assessment Question(s) Equitable participation Do all students feel they’re treated equitably, as it relates to classroom participa- » tion or discussion? Caring environment Do all students feel that the school “cares” about them? » The objective… at the classroom level » is to address ways to increase practices that include, nurture, educate, and support all students. at the school level » is to address school related practices and policies to challenge staff assumptions about race. at the district level » is to address district policies and structures to authentically communicate the value of everyone and to promote the inclusion of all. locAte DAtA Have your cHKS/cScS reports handy.* • enter the results from the cHKS/cScS • into the relevant blank tables in this Workbook. If you do not have the results handy • answer the Self-Assessment question as a starting point. *District Reports CHKS reports can be accessed at: www.wested.org/cs/chks/print/docs/chks_bsearch. html. CSCS reports can be accessed on the previous website or at: http://cscs.wested.org/reports/search. Alternatively these reports can be accessed through CDE Data Quest: http://dq.cde.ca.gov/dataquest School Level Reports Ask your school Principal for the school level report or contact your CHKS District Coordinator and request a copy of the school district report for a nominal fee. AREA oF FoCuSB15 . racE: Equity & rEspEct 2 AREA oF FoCuSrACe: equIty & resPeCt Table S5. Respect, Equity, Cultural Sensitivity, and the Achievement Gap Strongly agree that this school... AA % AI/AN % A/PI % W % H/L % O/ME % Fosters an appreciation of student diversity and respect for each other (T4.1) Emphasizes showing respect for all students’ cultural beliefs and practices (T4.5) Key: AA=African American, AI/AN=American Indian or Alaska Native, A=Asian, PI=Pacific Islander, W=White, H/ L=Hispanic or Latino/a, O/ME=Other or Multi-ethnic Hint: It may be worthwhile to write/enter your scores into the following blank tables so you can refer back to them as you use this Workbook. If you are viewing the pdf online, you can type directly into the result boxes, save, and print out the page for your reference or to e-mail to others. Turn to Summary Table S5 of your CSCS CTAG Report. If needed feel free to look at Table S8 » of the CSCS CTAG Report, G7 and G8 of the CHKS CTAG Report, and your CHKS Main Report Table A3.10.3 (Resilience and Youth Development by Ethnicity). Compare this to the student responses in Tables G1 and G9 of your CHKS CTAG Report. G1. Teachers and other adults at this school treat all students with respect. AI/AN NH/PI Asian AA H/L White Other Mix Strongly Disagree Disagree Neither disagree nor agree Agree Strongly agree Key: AI/AN=American Indian or Alaska Native, NH/PI=Native Hawaiian or Pacific Islander, Asian=Asian, AA=African American, H/L=Hispanic or Latino/a, White=White, Other=Other not listed, Mix=Multi-ethnic Note: The below survey questions are from the 2008/2009 CHKS and CSCS reports. If you are looking at reports from a different year, there may be differences in the survey questions and numbering. AREA oF FoCuSB16 . racE: Equity & rEspEct 2 AREA oF FoCuSrACe: equIty & resPeCt G9. There is a lot of tension in this school between different cultures, races, or ethnicities. AI/AN NH/PI Asian AA H/L White Other Mix Strongly Disagree Disagree Neither disagree nor agree Agree Strongly agree Key: AI/AN=American Indian or Alaska Native, NH/PI=Native Hawaiian or Pacific Islander, Asian=Asian, AA=African American, H/L=Hispanic or Latino/a, White=White, Other=Other not listed, Mix=Multi-ethnic Turn to Summary Table S4 of your CSCS CTAG Report Table S4 How many adults at this school... AA % AI/AN % A/PI % W % H/L % O/ME % Caring Relationships Want every student to do their best (T3.4) Acknowledge and pay attention to students (T3.2) Really care about every student (T3.1) Key: AI/AN=American Indian or Alaska Native, NH/PI=Native Hawaiian or Pacific Islander, Asian=Asian, AA=African American, H/L=Hispanic or Latino/a, White=White, Other=Other not listed, Mix=Multi-ethnic AREA oF FoCuSB17 . racE: Equity & rEspEct 2 AREA oF FoCuSrACe: equIty & resPeCt DIScuSS reSultS What do your results show? • Is there something that needs • to be looked at further? Start a discussion and ask • more questions. Table A3.10.2. Summary of External Assets by race/ethnicity Percent of students scoring High in Assets (%) AI/AN NH/PI Asian AA H/L White Other Mix School Environment Caring Relationships: Adult in School High Expectations: Adult in School Meaningful Participation Community Environment Total Assets Caring Relationships: Adult in Community High Expectations: Adult in Community Meaningful Participation School Connectedness Scale Questions: At my school, there is a teacher or some other adult… (A16) who really cares about me; (A18) who notices when I’m not there; (A20) who listens to me when I have something to say. Key: AI/AN=American Indian or Alaska Native, NH/PI=Native Hawaiian or Pacific Islander, Asian=Asian, AA=African American, H/L=Hispanic or Latino/a, White=White, Other=Other not listed, Mix=Multi-ethnic Cells are empty if there are less than 25 respondents. External assets have been renamed Protective Factors for 2009-10. Compare this to the student responses in Table A3.10.2 of your CHKS CTAG Report For additional CHKS and CSCS questions for this focus area, refer to Appendix 1. AREA oF FoCuSB18 . racE: Equity & rEspEct 2 AREA oF FoCuSrACe: equIty & resPeCt oK now what to do? Here are some Next Steps you can take to either: Focus on » and Improve the current situation (if you found that respondents believed that equity, treatment, or respect is an issue), or maIntaIn » and strengthen the situation (if you found that all respondents believed the school was an inclusive, safe, and caring environment). We’ve divided these steps into sections for: Classroom » sCHool » DistriCt » We’ve also placed 2 columns of checkboxes next to each one so you can identify which you are already doing (and want to continue doing) and those that might need more attention. cHooSe SettInGS Select your setting: classroom, School, • or District. tAKe next StepS read through the next Steps strategies. • Which of the strategies are most • relevant/pertinent? Which appear to be the most straight • forward to address? Which appear the most critical to • address? AREA oF FoCuSB19 . racE: Equity & rEspEct 2 AREA oF FoCuSrACe: equIty & resPeCt protective factors: cr = caring • relationships HE = High • Expectations Mp = Meaningful • participation Check applicable: done to do strAtegIes for CLAssrooMs Equip yourself with pedagogy and other information to make you comfortable about addressing issues around race, ethnicity, and culture (CR, HE, MP) Give students a choice of assignments and books to read (MP) Ask questions that encourage self-reflection, critical thinking, and dialogue—especially around salient social and personal issues (MP) Pay attention and actively listen to students (CR) Invite students to “tell their stories” (CR, MP) Create safe environments to have conversations and dialogue around race, ethnicity, and culture (CR, MP) Learn the names of students and their life contexts (CR) Ensure curriculum reflects the race, ethnicity, culture, and experiences of students (CR) Make sure curriculum is relevant to students (CR) For more suggestions on creating a positive climate go to Appendix 4: Protective Factor Strategies. reCognIze, strengthen, exPAnd, & shAre ✺ CLAssrooM Check applicable: done to do LInks to resourCes Closing the Achievement Gap Latino Educational Opportunity Reports 2007 African American Educational Opportunity Reports 2007 www.closingtheachievementgap.org/cs/ctag/print/ htdocs/research_library.htm New Horizons for Education: Multicultural Education www.newhorizons.org/strategies/multicultural/front_ multicultural.htm#a The Linguistically Diverse Classroom www.voicesineducation.org the objective at the classroom level is to address ways to increase practices that include, nurture, educate, and support all students. AREA oF FoCuSB20 . racE: Equity & rEspEct 2 AREA oF FoCuSrACe: equIty & resPeCt protective factors: cr = caring • relationships HE = High • Expectations Mp = Meaningful • participation Check applicable: done to do strAtegIes for sChooLs Review data to reveal patterns of inequity for students (e.g. suspensions, expulsions, disproportionally, and other disciplinary issues) (MP) Establish peer helping/tutoring and cross-age mentor- ing/tutoring programs (MP) Institute mentoring by teachers, other adults in school, older high school and college students, and communi- ty volunteers who reflect that cultural, linguistic, and ethnic composition of the students(CR) Create focus groups of students, teachers, and other adult staff to discuss these findings and explore their ideas for making the school climate and policies more supportive of their work. Act on recommendations (CR) Provide new teacher mentoring and organize teacher support (CR) Create “dialogue nights” where adults and youth can talk together in an atmosphere of mutual trust and safety (CR, MP) Be cognizant of staffing that reflects the students and the community (CR) For more suggestions on creating a positive climate go to Appendix 4: Protective Factor Strategies. reCognIze, strengthen, exPAnd, & shAre ✺ sChooL Check applicable: done to do LInks to resourCes Addressing Racial Disparities in High-Achieving Suburban Schools NCREL report by Ronal Ferguson www.ncrel.org/pubs/html/pivol13/dec2002b.htm Cesar E. Chavez High School: High Expectations, Empowerment, and Excellence, School Improvement, Climate & Culture; Gonzalez, Saul 04/22/2009 www.schoolsmovingup.net/cs/smu/view/e/3675 the objective at the school level is to address school related practices and policies to challenge staff assumptions about race. AREA oF FoCuSB21 . racE: Equity & rEspEct 2 AREA oF FoCuSrACe: equIty & resPeCt protective factors: cr = caring • relationships HE = High • Expectations Mp = Meaningful • participation reCognIze, strengthen, exPAnd, & shAre ✺ dIstrICt Check applicable: done to do strAtegIes for dIstrICts Become cognizant of the possible unintended consequences of policies and procedures that impact racial harmony. Frequently assess practices of disproportionality in such areas as special education and gifted education (CR, HE, MP) Provide interpreters, transportation, and childcare for events to increase parental participation (CR, MP) Adopt material and curriculum that reflect the race, ethinicity, and culture of the students (CR, MP Hire administration and staff that reflects the popula- tion served (CR) Become a clearinghouse for learning activities that take place outside of school—and give youth school credit for these (CR) Welcome community volunteers into the school who can work one-on-one and in small groups with the youth, thus increasing substantially the number of adults in close relationship with youth (CR) For more suggestions on creating a positive climate go to Appendix 4: Protective Factor Strategies. Check applicable: done to do LInks to resourCes Programs that promote equity, access, participation for all students in AZ, CA, and NV. www.equityallianceatasu.org Student Well-being and the Academic Progress of Schools School Improvement Climate & Culture; Hanson, Tom 12/10/2003 www.schoolsmovingup.net/cs/smu/view/e/62 the objective at the district level is to address district policies and structures to authentically communicate the value of everyone and to promote the inclusion of all. AREA oF FoCuSB22 . racE: Equity & rEspEct 2 AREA oF FoCuSrACe: equIty & resPeCt To help you plan what you do next we have included the following two Planning and Implementation charts. thIngs We Want to Do (foCus on & IMProve) next steps to Improve racial harmony date thIngs We are Doing (MAIntAIn & strengthen) next steps to Improve racial harmony date FInD Support classroom strategies can be • implemented easily by individuals or a small team. School-wide or district-wide initia- • tives will need to consider gathering support; such as: Develop a task-force; • present results; • organize Focus Groups; or • Invite input from stakeholders. • IMpleMent Gather support, start with easy to • implement steps. B23 . cultural rElEvancE: Education & curriculuM 3 AREA oF FoCuSCultural relevanCe: eduCation & CurriCulum Self–Assessment Question(s) Educational Relevance Do students of color feel their education is relevant? » lessons and curriculum Do students see their race as part of the curriculum? » Do teachers provide lessons that are relevant to their students? » The objective: at the classroom level » is to address ways to increase student engagement. at the school level » is to address school related practices and policies to enhance culturally responsive practices. at the district level » is to address district policies and structures to maintain a focus on culturally responsive and relevant education, awareness, and perspective. locAte DAtA Have your cHKS/cScS reports handy.* • enter the results from the cHKS/cScS • into the relevant blank tables in this Workbook. If you do not have the results handy • answer the Self-Assessment question as a starting point. *District Reports CHKS reports can be accessed at: www.wested.org/cs/chks/print/docs/chks_bsearch. html. CSCS reports can be accessed on the previous website or at: http://cscs.wested.org/reports/search. Alternatively these reports can be accessed through CDE Data Quest: http://dq.cde.ca.gov/dataquest School Level Reports Ask your school Principal for the school level report or contact your CHKS District Coordinator and request a copy of the school district report for a nominal fee. B24 . cultural rElEvancE: Education & curriculuM 3 AREA oF FoCuSCultural relevanCe: eduCation & CurriCulum Table S1. Positive Learning and Working Environment Percent Strongly Agreeing This school... AA % AI/AN % A/PI % W % H/L % O/ME % Emphasizes teaching lessons in ways relevant to students (T2.5) Key: AA=African American, AI/AN=American Indian or Alaska Native, A=Asian, PI=Pacific Islander, W=White, H/ L=Hispanic or Latino/a, O/ME=Other or Multi-ethnic Hint: It may be worthwhile to write/enter your scores into the blank tables below so you can refer back to them as you use this Guide. If you are viewing the pdf online, you can type directly into the result boxes, save, and print out the page for your reference or to e-mail to others. Turn to Summary Tables S1 and S5 of your CSCS CTAG Report Table S5. Respect, Equity, Cultural Sensitivity, and the Achievement Gap Percent Strongly Agreeing This school... AA % AI/AN % A/PI % W % H/L % O/ME % Emphasizes using instructional materials that reflect the cultural or ethnicity of its students (T4.6) Key: AA=African American, AI/AN=American Indian or Alaska Native, A=Asian, PI=Pacific Islander, W=White, H/ L=Hispanic or Latino/a, O/ME=Other or Multi-ethnic Note: The below survey questions are from the 2008/2009 CHKS and CSCS reports. If you are looking at reports from a different year, there may be differences in the survey questions and numbering. B25 . cultural rElEvancE: Education & curriculuM 3 AREA oF FoCuSCultural relevanCe: eduCation & CurriCulum G9. There is a lot of tension in this school between different cultures, races, or ethnicities. AI/AN NH/PI Asian AA H/L White Other Mix Strongly Disagree Disagree Neither disagree nor agree Agree Strongly agree Key: AI/AN=American Indian or Alaska Native, NH/PI=Native Hawaiian or Pacific Islander, Asian=Asian, AA=African American, H/L=Hispanic/Latino/a, White=White, Other=Other not listed, Mix=Multi-ethnic Compare this to the student responses in Tables G4 and G6 of your CHKS CTAG Report. G4. Teachers show how classroom lessons are important and helpful to me in real life. AI/AN NH/PI Asian AA H/L White Other Mix Strongly Disagree Disagree Neither disagree nor agree Agree Strongly agree Key: AI/AN=American Indian or Alaska Native, NH/PI=Native Hawaiian or Pacific Islander, Asian=Asian, AA=African American, H/L=Hispanic/Latino/a, White=White, Other=Other not listed, Mix=Multi-ethnic DIScuSS reSultS What do your results show? • Is there something that needs • to be looked at further? Start a discussion and ask • more questions. For additional CHKS and CSCS questions for this focus area, refer to Appendix 1. B26 . cultural rElEvancE: Education & curriculuM 3 AREA oF FoCuSCultural relevanCe: eduCation & CurriCulum oK now what to do? Here are some Next Steps you can take to either: Focus on » and Improve the current situation (if you found that students did not feel engaged at school), or maIntaIn » and strengthen the situation (if you found that students of all races/ethnicities believed their education is relevant and meaningful). We’ve divided these steps into sections for: Classroom » sCHool » DistriCt » We’ve also placed 2 columns of checkboxes next to each one so you can identify which you are already doing (and want to continue doing) and those that might need more attention. cHooSe SettInGS Select your setting: classroom, School, • or District. tAKe next StepS read through the next Steps strategies • Which of the strategies are most • relevant/pertinent? Which appear to be the most straight • forward to address? Which appear the most critical to • address? B27 . cultural rElEvancE: Education & curriculuM 3 AREA oF FoCuSCultural relevanCe: eduCation & CurriCulum protective factors: cr = caring • relationships HE = High • Expectations Mp = Meaningful • participation Check applicable: done to do strAtegIes for CLAssrooMs Learn about the culture of the students you teach, through formal or informal education (CR, MP) Make cultural awareness part of the teaching strategy (CR, MP) Contextualize the content of the curriculum to students’ experiences (CR, MP) Encourage students to see how what they learn can improve their lives (CR, HE, MP) Ensure pictures in the classroom reflect the ethnic makeup of the class. Teach about racial respect and tolerance (CR, MP) Invite persons of different racial backgrounds to be a part of the education (e.g. parents, local community members, etc.) (CR, MP) Expose the classroom to racial diversity (MP) Give students a choice of assignments and books to read (MP) Ask questions that encourage self-reflection, critical thinking, and dialogue—especially around salient social and personal issues (MP) For more suggestions on creating a positive climate go to Appendix 4: Protective Factor Strategies. Check applicable: done to do LInks to resourCes Minority Student Achievement Network (MSAN) is a national coalition of multiracial, suburban–urban school districts that seek solutions to gaps in their district www.msan.wceruw.org reCognIze, strengthen, exPAnd, & shAre ✺ CLAssrooM the objective at the classroom level is to address ways to increase student engage- ment. B28 . cultural rElEvancE: Education & curriculuM 3 AREA oF FoCuSCultural relevanCe: eduCation & CurriCulum protective factors: cr = caring • relationships HE = High • Expectations Mp = Meaningful • participation Check if applicable: done to do strAtegIes for sChooLs Embed the need for racial tolerance in everything the school does (MP) Provide ongoing culturally relevant and responsive training for all school personnel (MP) Establish peer helping/tutoring and cross–age mentor- ing/tutoring programs (MP) Provide community service learning (MP) Engage students—especially those on the margin—in a school climate improvement task force (MP) Create a school climate task force consisting of students, teachers, and other adults in the school who continually assess the quality of the school environment (CR) For more suggestions on creating a positive climate go to Appendix 4: Protective Factor Strategies. reCognIze, strengthen, exPAnd, & shAre ✺ sChooL the objective at the school level is to address school related practices and policies to enhance cultur- ally responsive practices. Check applicable: done to do LInks to resourCes Teaching Tolerance is a project of the Southern Poverty Law Center www.tolerance.org B29 . cultural rElEvancE: Education & curriculuM 3 AREA oF FoCuSCultural relevanCe: eduCation & CurriCulum protective factors: cr = caring • relationships HE = High • Expectations Mp = Meaningful • participation Check applicable: done to do strAtegIes for dIstrICts Adopt materials, texts, and curriculum that reflects the community served (CR) Provide ongoing culturally relevant and responsive training for all school personnel (MP) Create “dialogue nights” where adults and youth can talk together in an atmosphere of mutual trust and safety (CR, MP) Hold a student focus group with community agencies to explore your Resilience and Youth Development Module (RYDM) community data (CR, HE, MP) Form youth advocacy groups around school/communi- ty issues. They give students the opportunity to examine local ordinances and learn how to become involved in systemic change (MP) For more suggestions on creating a positive climate go to Appendix 4: Protective Factor Strategies. Check applicable: done to do LInks to resourCes Data Use and Teacher Collaboration: One School’s Success Story; Gulden, Michael 01/30/2008 www.schoolsmovingup.net/cs/smu/view/e/2405 Ideas in Action: Central Union High School; Jones, Emma 01/16/2008 www.schoolsmovingup.net/cs/smu/view/e/2390 Ideas in Action: Baldwin Academy; Wilson, Bonnie 12/05/2007 www.schoolsmovingup.net/cs/smu/view/e/2387 reCognIze, strengthen, exPAnd, & shAre ✺ dIstrICt the objective at the district level is to address district policies and structures to maintain a focus on cultur- ally responsive and relevant education, awareness, and perspective. B30 . cultural rElEvancE: Education & curriculuM 3 AREA oF FoCuSCultural relevanCe: eduCation & CurriCulum To help you plan what you do next we have included the following two Plannning and Implementation charts. thIngs We Want to Do (foCus on & IMProve) next steps to Improve Cultural Awareness date thIngs We are Doing (MAIntAIn & strengthen) next steps to Improve Cultural Awareness date FInD Support classroom strategies can be • implemented easily by individuals or a small team. School-wide or district-wide initia- • tives will need to consider gathering support; such as: Develop a task-force; • present results; • organize Focus Groups; or • Invite input from stakeholders. • IMpleMent Gather support, start with easy to • implement steps. B31 Closing the achievement Gap—achieving success for all students The website is part of the California Department of Education’s statewide initiative to close the achievement gap by supporting the work of policymakers, educators, and communities. www.closingtheachievementgap.org Concerned Black men National organization Concerned Black Men’s vision was to fill the void of positive black male role models in many communities by providing mentors and programs that affirmed the care and discipline that all youth need, while providing opportuni- ties for academic and career enrichment. www.cbmnational.org/resources/resources Disproportionality in Ca Public schools A series of web pages related to disproportion- ate representation of students, by race and ethnicity, receiving special education services available on the California Department of Education, Special Education Division web site. These web pages organize information and resources for local education agencies (LEAs). www.cde.ca.gov/sp/se/qa/disproportionality.asp the institute for research and reform in Education (irrE) The Institute for Research and Reform in Education (IRRE) partners with districts and schools to help all students develop the academic strengths they need for good jobs and post-secondary education. www.irre.org National Education association (NEa) NEA advocates for education professionals and to unite our members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world. www.nea.org/home/AchievementGaps.html National Education association Foundation The NEA Foundation, through the unique strength of its partnership with educators, advances student achievement by investing in public education that will prepare each of America’s children to learn and thrive in a rapidly changing world. www.neafoundation.org/closingthegap_resources.htm National Governor’s association (NGa) National Governors Association is a bipartisan organization of the nation’s governors that promotes visionary state leadership, shares best practices and speaks with a unified voice on national policy. www.subnet.nga.org/educlear/achievement/index.html AddItIonAL seLeCted resourCes & WebsItes Selected Websites B32 the Vanderbilt achievement Gap Project Of the Vanderbilt Achievement Gap Project’s many planned endeavors, two are already underway: a monthly lecture series highlighting both research and practice, and a summer institute for young black males. www.peabody.vanderbilt.edu/x7557.xml Ci Contents Introduction ............................................................................................................. C1 Process .................................................................................................................... C5 Areas of Focus .......................................................................................................... C6 Focus Area 1. Barriers to Effective Service Delivery ................................................... C7 Locate Data ............................................................................................................................C7 Discuss Results ......................................................................................................................C9 Choose Settings, Take Next Steps ..................................................................................C10 Recognize, Strengthen, Expand, & Share Classroom ...............................................C11 Recognize, Strengthen, Expand, & Share School ......................................................C12 Recognize, Strengthen, Expand, & Share District .....................................................C13 Find Support, Implement ..................................................................................................C14 Focus Area 2. Integration & Collaboration ................................................................. C15 Locate Data ............................................................................................................................C15 Discuss Results ......................................................................................................................C18 Choose Settings, Take Next Steps ..................................................................................C19 Recognize, Strengthen, Expand, & Share Classroom ...............................................C20 Recognize, Strengthen, Expand, & Share School ......................................................C21 Recognize, Strengthen, Expand, & Share District .....................................................C22 Find Support, Implement ..................................................................................................C23 Focus Area 3. Student Expectations & Supports ......................................................... C24 Locate Data ............................................................................................................................C24 Discuss Results ......................................................................................................................C26 Choose Settings, Take Next Steps ..................................................................................C27 Recognize, Strengthen, Expand, & Share Classroom ...............................................C28 Recognize, Strengthen, Expand, & Share School ......................................................C29 Recognize, Strengthen, Expand, & Share District .....................................................C30 Find Support, Implement ..................................................................................................C31 Focus Area 4. Personnel Supports ............................................................................. C32 Locate Data ............................................................................................................................C32 Discuss Results ......................................................................................................................C35 Choose Settings, Take Next Steps ..................................................................................C36 Recognize, Strengthen, Expand, & Share Classroom ...............................................C37 Recognize, Strengthen, Expand, & Share School ......................................................C38 Recognize, Strengthen, Expand, & Share District .....................................................C39 Find Support, Implement ..................................................................................................C40 Additional Selected Resources & Websites ................................................................. C41 C1 The recent amendments to the Individu- als with Disabilities Education Act (IDEA) were designed to ensure that services to students with disabilities provide “a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.”1 The amendments were designed to align with the No Child Left Behind Act (NCLB) which focuses on accountability and use of evidence-based practices for all students.2 Other key provisions of IDEA also require that all children be served by staff who are highly qualified and that local education agencies demonstrate ability to recruit, hire, train, and retain highly qualified special education teachers. In 2007 California implemented a renewed Strategic Action Plan which was broadly aimed at examining practices related to teacher recruitment, training, and retention of teachers in special education and focus was placed on recent data-gathering efforts related to: a) school climate, b) administra- tive support, and c) working conditions. One pivotal study published by Futernick, A Possible Dream: Retaining California Teachers So All Students Learn, focused on retention of teachers in California schools.3 Futernick’s research suggested a number of factors negatively impact teaching and learning 1 Individuals with Disabilities Education Improvement Act of 2004, PL 108-446, U.S.C. 2 No Child Left Behind Act of 2001, PL107-110, U.S.C. 3 Futernick, K. (2007). A possible dream: Retaining California’s teachers so all students learn. Sacramento: California State University. IntroduCtIon conditions for students with Individualized Education Programs (IEPs). These issues were especially notable with regard to students served in inner cities with highly diverse student populations and those in high poverty areas. Many teachers reported that they initially entered the field of education because they dreamed of “making a differ- ence” however, many ended up leaving due to the realities of a workplace where conditions did not support their dream. Diversity, Highly Qualified Personnel & Sustained Reform Over the past several years, research related to the academic achievement gap and rising concerns related to the outcomes for ethnically diverse students has led to revisions in California’s approach to data collection. The California Healthy Kids Survey (CHKS) and the California School Climate Survey (CSCS) for staff have been expanded to include questions focused specifically to address the interrelated issues for students from culturally, linguistically, and ethnically diverse backgrounds as well as those who may require specialized supports such as special education or migrant education services. This initiative has also broadened both state and district perspectives on how best to address working conditions which directly affect the teaching and learning environment for all students. While California has made significant progress in data-collection through the Healthy Kids Initiative, individuals at the district and school site level need support to use these data in ways that will have meaningful impact on student outcomes. Specific IDEA regulations require states to assure that LEAs ‘take measurable steps to recruit, hire, train and retain highly qualified personnel to provide special education and related services.’ C2 Specific IDEA regulations require states to assure that LEAs “take measurable steps to recruit, hire, train and retain highly qualified personnel to provide special education and related services.” To demonstrate the standard of “measurable steps,” person- nel who are directly responsible for implementing programs and services need to review and analyze the data. Next, strategic meetings with key players need to be planned so that all vested parties can engage in data-driven conversations regard- ing working conditions and coordinated school planning and improvement efforts. Moving from data collection to strategic action is contingent upon schools having access to meaningful support and commit- ting to a sustained reform effort. The Research Categories for the Special Education Support Module The special education supports module which is included at the end of the main CSCS survey is comprised of a total of twenty-four questions. This module is designed for staff who have responsibilities for teaching or providing related support services to students with IEPs. The first four items deal with demographic informa- tion related to educational and credential- ing levels of the respondents. Futernick’s research study suggested that many special education teachers enter the profession under-qualified and many who are qualified leave the field prematurely. Additionally the survey asks respondents to characterize the primary service setting in which they serve students with IEPs. The remaining twenty questions are based on Futernick’s research categories. While noting that many of the factors related to retention for teachers in general and special education are the same, there are specific school conditions that are uniquely problem- atic for teachers of special education. Specif- ically, he noted that inadequate system supports, bureaucratic impediments, lack of collegial supports, and inadequate compen- sation are critical to teachers of students in special education programs. Inadequate system supports » —lack of adequate district support or mentor- ship, lack of planning and collaboration time, inadequate teaching materi- als, inadequate working space, poor paraprofessional supports, inadequate in-service training opportunities Bureaucratic impediments » —excessive paperwork, unnecessary meetings, multiple disruptions during instruc- tional time, lack of access to technology or other resources Inadequate or dysfunctional collegial » supports—lack of a shared vision and shared responsibility for inclusive services, adversarial parent/family interactions, lack of expectations and skills for collaborative practice Inadequate compensation » —low pay, extra time demands, additional creden- tialing requirements Futernick made recommendations that ongoing local data collection strategies be instituted and that information collected be used to address retention strategies. Further he offered general recommendations to: reduce unnecessary burdens imposed » by IEPs and related paperwork, cultivate better collegial supports for » special educators, and expand programs that support novice » special educators. Based on Futernick’s research, questions tied to these research categories were organized C3 into the Special Education Supports Module and included as an addendum to the Califor- nia School Climate Survey (CSCS). C5 ProCess #1 Select Subject Select an area of interest— • closing the Achievement Gap overall, Special education or Migrant education. #2 Select AreA choose a relevant Area of Focus. • #3 locAte DAtA Have your cHKS/cScS reports handy.* • enter the results from the cHKS/cScS into • the relevant blank tables in this Workbook. If you do not have the results handy answer • the Self-Assessment question as a starting point. #4 DIScuSS reSultS What do your results show? • Is there something that needs to be looked • at further? Start a discussion and ask more questions. • #5 cHooSe SettInGS Select your setting: classroom, School, • or District. #6 tAKe next StepS read through the next Steps strate- • gies. Which of the strategies are most • relevant/pertinent? Which appear to be the most straight • forward to address? Which appear the most critical to • address? #7 FInD Support classroom strategies can be implemented • easily by individuals or a small team. School-wide or district-wide initiatives will • need to consider gathering support; such as: Develop a task-force; • present results; • organize Focus Groups; or • Invite input from stakeholders. • #8 IMpleMent Gather support, start with easy to • implement steps. *District Reports CHKS reports can be accessed at: www.wested.org/cs/chks/print/docs/chks_bsearch. html. CSCS reports can be accessed on the previous website or at: http://cscs.wested.org/reports/search. Alternatively these reports can be accessed through CDE Data Quest: http://dq.cde.ca.gov/dataquest School Level Reports Ask your school principal if a copy is available at school. If not, your district CHKS coordinator can order a copy from WestEd for a nominal fee. C6 ArEAS of focuS Select AreA choose a relevant • Area of Focus. BARRIERS To EFFECTIvE SERvICE DElIvERy InTEgRATIon & CollABoRATIon STuDEnT ExPECTATIonS & SuPPoRTS PERSonnEl SuPPoRTS 2 4 C7 . Barriers to effeCtive serviCe Delivery 1 AREA oF FoCuSBArrIErS to EffEctIvE SErvIcE DELIvEry Self–Assessment Questions Bureaucratic Barriers Do special education staff feel that there are bureaucratic barriers to effective service delivery? Administration Support Is there a difference between special and general education staff regarding the level of support provided them to work effectively? The objective: at the classroom level » is to address ways to increase levels of engagement of all students to lessons and activities being conducted. at the school level » is to address school related practices and policies to enhance student engagement to the school setting and to enhance staff expertise in contributing to this engage- ment. at the district level is » to address district policies and structures to increase student engagement to their school and community settings. locAte DAtA Have your cHKS/cScS reports handy.* • enter the results from the cHKS/cScS • into the relevant blank table in this Workbook. If you do not have the results handy • answer the Self-Assessment question as a starting point. *District Reports CHKS reports can be accessed at: www.wested.org/cs/chks/print/docs/chks_bsearch. html. CSCS reports can be accessed on the previous website or at: http://cscs.wested.org/reports/search. Alternatively these reports can be accessed through CDE Data Quest: http://dq.cde.ca.gov/dataquest School Level Reports Ask your school Principal for the school level report or contact your CHKS District Coordinator and request a copy of the school district report for a nominal fee. C8 . Barriers to effeCtive serviCe Delivery 1 AREA oF FoCuSBArrIErS to EffEctIvE SErvIcE DELIvEry Table 9.6 Works to Reduce Instructional Interruptions TD ES MS HS NT % % % % % Strongly Agree Agree Disagree Strongly Disagree Not Applicable Question 3.06: This school works to reduce interruptions to instruction for students with Individual Education Programs (IEPs). Key: TD=Total District, ES=Elementary, MS=Middle, HS=High, NT=Non Traditional Table 9.7 Works to Minimize Paperwork TD ES MS HS NT % % % % % Strongly Agree Agree Disagree Strongly Disagree Not Applicable Question 3.07: This school takes steps to minimize required paperwork. Key: TD=Total District, ES=Elementary, MS=Middle, HS=High, NT=Non Traditional Turn to Table 9.6 and 9.7 of your CSCS SE Report Take a minute to look at the responses » of special education staff to the questions below to see if this particular topic seems to be an issue or not. Focus on your school level (e.g. Elemen- » tary School (ES), Middle School (MS), High School (HS), or Non-Traditional (NT) such as Continuation). Hint: It may be worthwhile to write/enter your scores into the following blank tables so you can refer back to them as you use this Workbook. If you are viewing the pdf online, you can type directly into the result boxes, save, and print out the page for your reference or to e-mail to others. Note: The below survey questions are from the 2008/2009 CHKS and CSCS reports. If you are looking at reports from a different yetar, there may be differences in the survey questions and numbering. C9 . Barriers to effeCtive serviCe Delivery 1 AREA oF FoCuSBArrIErS to EffEctIvE SErvIcE DELIvEry next, we want to see if these barriers exist for all staff. Turn to Table S1 of your CSCS SE Report. This time however compare how the special education staff have responded in comparison with general staff. This will provide an indication of whether this is an issue with special education staff, general staff, or all staff. Table S1 Positive Learning and Working Environment Percent Strongly Agreeing This school... SETD % TD % SEES % ES % SEMS % MS % SEHS % HS % Provides the materials, resources, and training to do job effectively (T2.11) Provides the materials, resources, and training to work with special education (IEP) students (T2.15) Key: SE=Special Education, TD=Total District, ES=Elementary, MS=Middle, HS=High DIScuSS reSultS What do your results show? • Is there something that needs • to be looked at further? Start a discussion and ask • more questions. For additional CHKS and CSCS questions for this focus area, refer to Appendix 1. C10 . Barriers to effeCtive serviCe Delivery 1 AREA oF FoCuSBArrIErS to EffEctIvE SErvIcE DELIvEry oK now what to do? Here are some Next Steps you can take to either: Focus on » and Improve the current situation (if you found that staff feel they do not receive adequate support), or maIntaIn » and strengthen the situation (if you found that all staff feel supported). We’ve divided these steps into sections for: Classroom » sChool » DistriCt » We’ve also placed 2 columns of checkboxes next to each one so you can identify which you are atady doing (and want to continue doing) and those that might need more attention. cHooSe SettInGS Select your setting: classroom, School, • or District. tAKe next StepS read through the next Steps strategies. • Which of the strategies are most • relevant/pertinent? Which appear to be the most straight • forward to address? Which appear the most critical to • address? C11 . Barriers to effeCtive serviCe Delivery 1 AREA oF FoCuSBArrIErS to EffEctIvE SErvIcE DELIvEry Protective factors: Cr = Caring • relationships He = High • expectations MP = Meaningful • Participation rEcognIzE, StrEngthEn, ExpAnD, & ShArE ✺ cLASSrooM check applicable: done to Do StrAtEgIES for cLASSrooMS List interruptions that are problematic to instruc- tional time (e.g. speech therapist services for selected students, etc.). Use these as a starting point in discus- sions with faculty and administration. Explain concerns to related service providers and solicit support and ideas for reducing interruptions to instruction. Talk with people to see what the issues are re: paperwork & scheduling. (MP) Seek delegation of paperwork to someone else. Maintain a written schedule of related service provision times for each student. Remind/thank service providers often for keeping to schedule and minimizing disruptions. (CR) Suggest in-class supports for several students related to ongoing in-class activities vs. pullout services. Develop a plan for communicating with parents, other teachers, paraprofessionals, your site administrator, and your students regarding classroom interruptions. For more suggestions on creating a positive climate look back at the CTAG Next Steps and/or go to Appendix 4: Protective Factor Strategies. done to Do LInkS to rESourcES Individuals with Disabilities Education Act: www.cpacinc.org/pdfs/IEPs%20Team.pdf National Dissemination Center for Children with Disabilities www.nichcy.org Individual Education Planning: A Handbook for Developing and Implementing IEPs www.edu.gov.mb.ca/metks4/instruct/specedu/iep/ index.html the objective at the classroom level is to address ways to increase levels of engagement of all students to lessons and activities being conducted. C12 . Barriers to effeCtive serviCe Delivery 1 AREA oF FoCuSBArrIErS to EffEctIvE SErvIcE DELIvEry Protective factors: Cr = Caring • relationships He = High • expectations MP = Meaningful • Participation check applicable: done to Do StrAtEgIES for SchooLS List interruptions that are problematic to instructional time (e.g. loudspeaker announcements, outside noise, etc.). Raise the issue of interruptions at a staff meeting and allow brainstorming sessions on alternatives that includes all staff. (MP) Develop alternative options for dissemination of informa- tion or handling outside distractions so that instruction is minimally disrupted. Develop school-wide schedule for pull-out programs to decrease disruptions and develop policies for related service providers (e.g., on-time, prior schedule provided, etc.) to reduce disruptions. Use electronic means to reduce paperwork redundancies (e.g. demographic info) from one form to another. For more suggestions on creating a positive climate look back at the CTAG Next Steps and/or go to Appendix 4: Protective Factor Strategies. rEcognIzE, StrEngthEn, ExpAnD, & ShArE ✺ SchooL done to Do LInkS to rESourcES IEP Meeting Strategies: www.ped.state.nm.us/seo/iep/f6.meeting.prep.pdf Tips for Meeting Management: www.humanresources.about.com/od/ meetingmanagement/a/meetings_work.htm How To Make Meetings Work in a Culturally Diverse Group: www.casagordita.com/diverse.htm LD Online (7 Habits of Highly Effective IEP Teams) www.ldonline.org/article/seven_habits_of_highly_ effective_IEP_teams the objective at the school level is to address school related practices and policies to enhance student engagement to the school setting and to enhance staff expertise in contributing to this engagement.
