What’s Health Got To Do With It? Health, Wellness and Unified Improvement Planning April 24, 2015.

What’s Health Got To Do With It?Health, Wellness and Unified

Improvement PlanningApril 24, 2015

Welcome and Introductions

• Stand up if you work at the school level.

• Stand up if you work at the district level.

• Stand up if you work with AEC UIPs and/or SPFs.

• Stand up if you are a community based organization.

• Stand up…

WHAT IS “HEALTH?”

Healthy Schools

• Health is broadly defined in schools to cover many aspects of physical, social, emotional, and behavioral health.

• Health includes not only the nutritious foods students eat and the physical activity they get, but also includes their mental and behavioral health.

WHAT’S UIP GOT TO DO WITH IT?

UIP- Continuous Improvement

Improvement Planning Process

Gather and Organize Data

Gather and Organize Data

Review Current

Performance

Review Current

Performance

Describe Notable Trends


Prioritize Performance Challenges


Identify Root

Causes

Identify Root

Causes

SetPerformance

Targets

SetPerformance

Targets

Identify Interim

Measures

Identify Interim

Measures

Identify Major Improvement

Strategies


Strategies

Identify Implementation

Benchmarks


Benchmarks

Section III: Data Analysis and Data Narrative

Section IV: Target Setting

Section IV: Action Planning

Ongoing: Progress Monitoring

Preparing to Plan

What Does Student Engagement Mean to You?

• What does the term student engagement mean to you?

• Put on sticky note

WHAT IS STUDENT ENGAGEMENT?

What is Student Engagement?

• Colorado statute defines student engagement as: “a student's sense of belonging, safety, and involvement in school that leads to academic achievement, regular school attendance, and graduation,” (CRS 22-14-102(13)).

• Student engagement is visible in the quality of students’ interactions with peers and adults as they engage in learning activities and academic tasks.


• Behavioral – involvement in academic, social, and extracurricular activities (positive conduct, absence of disruptive behavior, participation in learning tasks)

• Emotional – positive and negative reactions to teachers, classmates and school/school activities (sense of belonging, enjoyment or attachment to school)

• Cognitive – mental efforts directed toward learning, use of self-regulated strategies to learn and master complex concepts and difficult skills (investment in learning, perseverance in the face of challenge)

(Fredricks, Blumenfeld, and Paris, 2004, p. 60)

Note: Cognitive Engagement can be considered evidence of student motivation for learning.


Student Motivation for Learning

Self-Regulation

Student Engagement

Growth Mindset

Grit


Emotional Engagement

Cognitive Engagement

Behavioral Engagement

Student

WHY: External Factors

WHY: Internal Factors

Response: Referral (MTSS tiered approach)

External Factors:

With

in School Contro

l (ie –

culture & cli

mate, learning enviro

nment, etc.

)

External F

actors:

Outside of S

chool C

ontrol (i

e –

homelessness,

abuse/neglect,

divorce, e

tc.)

Response: Referral & Partnerships

UIP Root Cause(s)

What Does Student Engagement Mean to You?

• Back to Sticky Note activity• What dimension(s): emotional, behavior, cognitive. • Consider your understanding, which of these three

dimension(s) does your description fit into?

WHY DOES STUDENT ENGAGEMENTMATTER?

Why does Student Engagement matter?

• Students must engage for learning to occur.

• Student engagement correlates with measures of student learning/performance.

• Student disengagement has been directly linked to student decisions to drop-out of school.

• Student engagement is something educators and schools can influence.


• To determine if student engagement is a challenge for our school/district.

• If student engagement is a challenge, to determine which dimension(s) need improvement, so we can select associated strategies/actions to increase student engagement.

• To determine if student engagement is improving (when we take actions to improve it).


Implications of understanding this definition: • What if you think you have a behavior problem, and put

time, energy and resources into solving this behavior problem, but actually have an emotional engagement challenge?

• So what? • How do you know?

HOW DO YOU KNOW IF STUDENT ENGAGEMENTIS A CONCERN?

How do you know if Student Engagement is a concern?

• We have a challenge. How do you know?

• Activity: brainstorm all the different sorts of information that is available to school systems

Different Types of Data

22

UIP: Trends, PPCs, Targets, Interim

Measures

UIP: Root Cause, Action Planning Implementation

Benchmarks


• Educators have a basic sense of which and to what degree students are engaged in learning activity

– Informal checks -> just-in-time adjustments.

• Going beyond informal checks to capture and record data about student engagement, helps . . .

– Identify patterns across students, classrooms, schools or the entire district

– Reveal presence/absence of different dimensions of student engagement

– Determine if more systematic action is needed


1. Determine your purpose(s) and how you will use the student engagement results

2. Clarify what you want to measure:

– Which dimension(s) of student engagement: behavioral, emotional, cognitive.

– Remember cognitive engagement is most closely associated with motivation for learning

3. Collect data about student engagement:

– Use high quality tools (instruments or measures)

– Verify the quality of the measure/instrument

4. Clarify what scores/data points will be generated and how to interpret them


Check-in• What purpose(s) do you have for measuring student engagement?• When would it be most helpful to have student engagement results?


• Student self-report (e.g. student survey)

• Teacher Observation/Report

• Classroom Observation

• Interviews


Whatever measurement tool is used. . .

• Clarify which dimension(s) are being measured:

– Behavioral (student participation, time on task)

– Emotional (belonging, enjoyment and attachment to school)

– Cognitive (investment in learning, perseverance in the face of challenge, use of deep rather than superficial learning strategies)

Measuring Student Engagement

• Resource: “Measuring student engagement in upper elementary through high school: a description of 21 instruments”

• Regional Educational Laboratory Southeast

• Review of student engagement measures, including:

– Purpose and Uses – What instruments are available to measure student engagement?

– Technical Quality – What are the characteristics of each identified measure?

• Does not include ratings or recommendations


• Summary of Student Engagement Measures

– developers

– where to access them, and

– which dimension(s) of student engagement they measure.

• Most are available for free.


• We already collect data that seems like it is related to student engagement, can we use it?

• Examples:

Attendance, Truancy, Student Re-engagement, Returning Students, ICAP completion, discipline information, grades, Some questions included on a school climate/culture/safety survey

• Clarify what is being measured (and to what dimension of engagement the data relates).

• Consider using as a “flag” or an “early warning” rather than your only student engagement measure.


For which dimension(s) of student engagement could the following metrics be a flag:

• Average Daily Attendance Rate - the total number of full or partial days attended out of the total possible days attended for the most recent three years

• Truancy Rate - the total number of full or partial days that students were absent without an excuse out of the total possible days attended for the most recent three years

Section III: Data Narrative

Section IV:Target Setting

Ongoing:Progress Monitoring

Unified Improvement Planning Processes



Identify Root

Causes

Set Performance

Targets

Identify Interim

Measures


Strategies


Benchmarks

Gather and Organize

Data

Review Performance

Summary

Preparing to Plan Section IV:

Action Planning

Using Health and Wellness within your UIP processes

• How have you incorporated Health & Wellness-related data in your UIP processes?

• Cori Canty, Dropout Prevention and Student Reengagement, [email protected]

(303) 866-2266

• Erin Loften, Unified Improvement Team, [email protected]

(303) 866-6642

Please fill out your evaluation form and leave it on your table.

mailto:[email protected]

mailto:[email protected]

What’s Health Got To Do With It? Health, Wellness and Unified Improvement Planning April 24, 2015.

Documents

term student engagement

student self

evidence of student

cognitive engagement

learning activities

behavioral health

behavioral involvement

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