Service Delivery Principles and Techniques: Helping People Experiencing Homelessness Engage in Services and Succeed in Employment

Individuals experiencing or at risk of homelessness are motivated to engage in services, employment and other life changes at different times and in different ways. Understanding how to meet people where they are and help foster the process of change can bolster program successes with people experiencing homelessness

Improving School Improvement

PREFACEIn opening this volume, you might be thinking:Is another book on school improvement really needed?Clearly our answer is yes. Our analyses of prevailing school improvement legislation, planning, and literature indicates fundamental deficiencies, especially with respect to enhancing equity of opportunity and closing the achievement gap.Here is what our work uniquely brings to policy and planning tables:(1) An expanded framework for school improvement – We highlight that moving from a two- to a three-component policy and practice framework is essential for closing the opportunity and achievement gaps. (That is, expanding from focusing primarily on instruction and management/government concerns by establishing a third primary component to improve how schools address barriers to learning and teaching.)(2) An emphasis on integrating a deep understanding of motivation – We underscore that concerns about engagement, management of behavior, school climate, equity of opportunity, and student outcomes require an up-to-date grasp of motivation and especially intrinsic motivation.(3) Clarification of the nature and scope of personalized teaching – We define personalization as the process of matching learner motivation and capabilities and stress that it is the learner's perception that determines whether the match is a good one.(4) A reframing of remediation and special education – We formulate these processes as personalized special assistance that is applied in and out of classrooms and practiced in a sequential and hierarchical manner.(5) A prototype for transforming student and learning supports – We provide a framework for a unified, comprehensive, and equitable system designed to address barriers to learning and teaching and re-engage disconnected students and families.(6) A reworking of the leadership structure for whole school improvement --We outline how the operational infrastructure can and must be realigned in keeping with a three component school improvement framework.(7) A systemic approach to enhancing school-community collaboration – We delineate a leadership role for schools in outreaching to communities in order to work on shared concerns through a formal collaborative operational infrastructure that enables weaving together resources to advance the work.(8) An expanded framework for school accountability – We reframe school accountability to ensure a balanced approach that accounts for a shift to a three component school improvement policy.(9) Guidance for substantive, scalable, and sustainable systemic changes –We frame mechanisms and discuss lessons learned related to facilitating fundamental systemic changes and replicating and sustaining them across a district.The frameworks and practices presented are based on our many years of work in schools and from efforts to enhance school-community collaboration. We incorporate insights from various theories and the large body of relevant research and from lessons learned and shared by many school leaders and staff who strive everyday to do their best for children.Our emphasis on new directions in no way is meant to demean current efforts. We know that the demands placed on those working in schools go well beyond what anyone should be asked to do. Given the current working conditions in many schools, our intent is to help make the hard work generate better results. To this end, we highlight new directions and systemic pathways for improving school outcomes.Some of what we propose is difficult to accomplish. Hopefully, the fact that there are schools, districts, and state agencies already trailblazing the way will engender a sense of hope and encouragement to those committed to innovation.It will be obvious that our work owes much to many. We are especially grateful to those who are pioneering major systemic changes across the country. These leaders and so many in the field have generously offered their insights and wisdom. And, of course, we are indebted to hundreds of scholars whose research and writing is a shared treasure. As always, we take this opportunity to thank Perry Nelson and the host of graduate and undergraduate students at UCLA who contribute so much to our work each day, and to the many young people and their families who continue to teach us all.Respectfully submitted for your consideration,Howard Adelman & Linda Taylo

Interaction patterns in exploratory learning environments for mathematics: a sequential analysis of feedback and external representations in Chinese schools

Feedback in exploratory learning systems has been depicted as an important contributor to encourage exploration. However, few studies have explored learners’ interaction patterns associated with feedback and the use of external representations in exploratory learning environments. This study used Fractions Lab, an exploratory learning environment for mathematics, to facilitate children’s conceptual understanding of fractions in three Chinese schools. Students (n = 189) from six different classes were invited to use Fractions Lab, and 260,000 event logs were collected. Beyond demonstrating the overall efficacy of the approach, lag sequential analysis supported us in approaching a deeper understanding of patterns of interaction. The findings highlight that the design of three-levels of feedback (Socratic, guidance, and didactic-procedural feedback) played different roles in supporting students to use external representations to perform mathematical tasks in an exploratory learning environment. This study sheds light on how these interaction patterns might be applied to the Fractions Lab system in order to provide increasingly tailored support, based on cultural differences, to enhance students’ technology-mediated learning experiences

2011-2013 Connecting Consumer with Care: Grant Area Evaluation

The Blue Cross Blue Shield of Massachusetts Foundation has funded the Connecting Consumers with Care grant program consistently since 2001. The program supports community health centers and community-based organizations in helping consumers enroll in and maintain publicly subsidized health insurance coverage. The program also encourages collaborative problem solving to minimize system-level barriers and enhanced education and empowerment of consumers so that they may navigate systems of health coverage and care with decreasing dependence on grantee organizations. During the October 2011 -- September 2013 grant cycle, the Foundation funded 13 organizations across Massachusetts. While this funding period preceded the first Affordable Care Act (ACA) open enrollment period, lessons from the outreach, enrollment, and post-enrollment work of these grantees remain invaluable to efforts to connect consumers with health coverage and care both in Massachusetts and across the country.This report describes findings from the evaluation of the 2011 -- 2013 grant cycle. The aims of the evaluation were to 1) assess progress made across the grantee sites on select outreach and enrollment measures; 2) describe the practices grantees adopted to reach out to and enroll consumers in insurance, increase consumer self-sufficiency, and collaborate with other agencies to minimize barriers to care; and 3) characterize barriers experienced by grantees as they worked to meet the goals of the program

Exploring Student Perspectives On Elementary To Middle School Transition Practices

ABSTRACT Characteristics of effective transition programs include (a) providing realistic experiences of middle school expectations for incoming students, (b) frequent communication with students, parents, and staff, and (c) extensive and ongoing planning, assessment, and redesign of the transition program. While these effective components of a transition program have been recommended based on research, student reflection on essential elements have not been included. The purpose of this study was to use phenomenology research methods to identify components of middle school transition programs from the perspective of middle school students. The study analyzed current transitional practices and their alignment with Schlossberg’s Transition Theory (Schlossberg, 1981). Students participated in four 30-minute sessions in small focus groups. The students in this study believed through a process of strategic supports, the quality of their transition from elementary to middle school could have been improved. To effectively transition from elementary to middle school, students identified structural elements, which include understanding the academic and behavioral expectations of middle school and identifying necessary personal attributes and academic skills. Implications for practice include the implementation of in-school activities as part of a positive transition program. School staff can implement some of these expectations and experiences for students during their 5th grade year at the elementary school. In developing programs that assist students with the transition to middle school, educators and researchers have failed to consider student perceptions of what constitutes an effective transition program. Understanding student perspectives allows educators and researchers to understand essential components of a successful transition program to effectively meet student needs

Social, Emotional, and Behavioral Functioning for Transitional-Aged Youth with Autism

There is mounting evidence to suggest that higher numbers of individuals with Autism Spectrum Disorder (ASD) are being identified, including a wide range of severity and outcome (Eaves & Ho, 2008). As identification of ASD has improved, there is a larger proportion of identified young adults with ASD (YA-ASD) in the transition to adulthood (Centers for Disease Control and Prevention, 2010). Though exceptionally talented in many cases, a large proportion YA-ASD have difficulty establishing independence and navigating the complex social nuances of a workplace, many end up “homebound” with difficulty finding employment (Daley, Weisner, & Singhal, 2014; Shattuck, Wagner, Narendorf, Sterzing, & Hensley, 2011; Taylor & Seltzer, 2011). It is quite likely that remaining homebound has far-reaching effects on the development of self-efficacy and mood functioning. In response to this challenge parents, advocates, and individuals with ASD have developed a technology-training program to help teach skills that will allow individuals with ASD to be independent: increasing skills and kindling hope for the future. The current study sought to explore the impact of the training program components on anxiety, depression, and friendships, specific to YA-ASD in the transition to adulthood. YA-ASD (n = 23) from vocational training program were given Achenbach System of Empirically Based Assessment - Adult Self-Report (ASR) before and after an 8-week period in a vocational program. Group and individual difference were measured for significant change. Few group significance was observed across the scales of the ASR. Some individual significance was observed, however no patterns of individual significance was found

Planning for Change While Changing the Plan: A Case Study of Staff Perceptions of an Elementary ELL Program Redesign

This study shows how I, the leader, conceptualized and implemented a program redesign over the course of two years (2009-11). At the time of this study I was faced with multiple factors which led to the inspiration for change: (a) the relatively rapid increase in the number of students needing ELL services, (b) a growing teacher concern for ELLs performing in the core academic areas, and (c) greater emphasis on improving level of English proficiency and overall academic performance for placement purposes in the ELL program and in the regular education class, and (d) the change of exit criteria in January 2010 by the state for ELL students. The purpose of this research study was to assess how administrators and teachers in an elementary school perceived the first two years of a new ELL program at Wiley from conceptualization to implementation. In order to answer the exact questions of inquiry identified in the following chapters, I gathered a team of five staff members who would review and assist with this complex change process. I chose to use a case study methodology approach that focused on the change process experienced by the district while conceptualizing and implementing a program redesign for ELLs. I gathered data through the use of surveys, interviews, and artifacts to draw my conclusions. Overall, staff appreciated the awareness and identification of the issue of the changing ELL population and setting a plan to address the concerns. However, because this study was based on a two year process, the findings indicated a need for more time to address the entire process. More time would be used to create a culture of collaboration for staff and schedule additional time to fully implement a three- to five-year redesign plan

PROBLEM-BASED LEARNING IN A HOSPITALITY AND TOURISM

The purpose of this study was threefold: 1) to examine the effect of the Problem-Based Learning (PBL) instructional approach on Hospitality students\u27 content knowledge (see chapter 1); 2) to examine the effect of the PBL instructional approach on Hospitality students\u27 critical thinking and problem-solving skills (see chapter 1); 3) to examine the effect of the Problem-Based Learning instructional approach on students\u27 attitudes and perceptions of problem solving in Hospitality settings, in order to increase the relevance of their learning and program of study. Students in a Hospitality management course in a large mid-west university participated in this study. This study used a mixed methods approach to collect and analyze data. There were six data sources used in the study: Pre- and Post-Content Knowledge Test, pre- and post- California Critical Thinking Skills Test (CCTST) applicable to 4-year-college students, pre- and post- Measure of Epistemological Reflection Survey (a validated tool used by permission from Dr. Baxter Magolda), PBL Rubric, students\u27 reflection journals, and instructor\u27s observation notes. Data were analyzed quantitatively by using SPSS Version 14 to compare the pre- and post-Content Knowledge Tests and pre- and post- California Critical Thinking Skills Test (CCTST). A Wilcoxon signed ranked test, a non-parametric test, an equivalent of dependent test were used to determine a significant difference between the pre- and post-test results. Qualitative data were analyzed using the pre- and post-Measure of Epistemological Reflection (MER) survey, student reflective journal entries, and instructor\u27s observation. The results showed that there was a significant difference between the content knowledge mean of the pre- and post-content knowledge test after teaching the students using PBL. The result also shows that there was no significant difference in the pre- and post-test of the California Critical Thinking Skill Test (CCTST) after teaching the students using PBL. The result also showed the students\u27 problem solving skills improved after solving the four closed loop case problems. Students\u27 perception and attitude of PBL were positive, although the students indicated some negatives, such as increase in work load, time wasted, uncertainty of their answers, and being confused at the beginning of the learning process, as this approach was new to them. Nevertheless, the findings indicated that PBL helps students to build a capacity for self-directed learning, foster team work, improve their communications skills, manage their learning time table, be active learners, find relevant and valuable information, and apply problem-solving skills. The students\u27 attitudes and perceptions were positive and encouraging, despite encountering some issues during the intervention. These findings have theoretical, practical, and research implications

Advanced Career Essentials: Lenoir Community College’s Model of The North Carolina Basic Skills Plus Initiative

Advanced Career Essentials (ACE) is a model of the North Carolina Basic Skills Plus program that is designed to meet the specific needs of the Transitional and Career Studies program at Lenoir Community College (LCC). The North Carolina Basic Skills Plus initiative was approved and implemented in 2010. This initiative is designed to allow basic skills students the opportunity to complete a high school equivalency credential, an occupational extension credential, and the Career Readiness Certificate at the same time. These students must have a 9.0 grade equivalency score based on the results of the official placement test. Currently, there is not a specific state-wide tracking process for the Basic Skills Plus initiative. Each community college has been tasked with tracking performance and updating career pathways as necessary to best serve the learners of the community. The Director of the Transitional and Career Studies program identified this initiative as a problem that he has tried to fix. He expressed the desire for an outside consultant’s view for solutions and organization for the program. He mentioned the major issues being students who do not understand the importance of completing all three components of the program and instructors who do not truly offer contextualized instruction for the benefits of the Basic Skills Plus Model. ACE is a curriculum framework for contextualized instruction and Workforce Readiness. This model of Basic Skills Plus is comprised of the original three components of the initiative and an added bridge series and advising model that help keep students engaged, supported, and enforce the much needed soft skills development opportunities. The Bridge series of the ACE program was created with the intensive research of Emotional Intelligence and Basic Skills Learners (Appendix K). The elements of emotional intelligence were used to build the curriculum for the Foundations class. Emotional Intelligence was used to create a course that was embedded with social emotional learning concepts. The second course of the bridge series is Soft Skills offered by the Human Resources and Development program at LCC. The third course of the series is Digital Literacy. This course is designed to help students understand the importance of digital communication, computer use, internet safety, online job board usage, and social media branding