1 Moving School Improvement Policy and Practice Forward: Standards for a Unified & Comprehensive...

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Moving School Improvement Policy and Practice Forward:

Standards for aUnified & Comprehensive System

of Learning Supports

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Implementing a set of curriculum standards is one thing . . .

Making such standards effective for All Students

is quite another matter!

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As standards for curriculum increasingly dominate the attention of educators, greater concern for ensuring equity of opportunity for all students has arisen.

Unless standards for curriculum are balanced by adoption of formal standards for learning supports, it is likely that the gap between educational haves and have‑nots will widen.

With this in mind, a set of learning supports standards has been developed.

These standards provide an essential guide for school improvement efforts to unify student and learning supports and then develop a comprehensive system at every school for addressing barriers to learning and teaching and re‑engaging disconnected students.

Standards Guide Development of a Unified System to Address Barriers & Re-

engage StudentsFour Fundamental and Interrelated Concerns

PolicyRevision

Framing Interventions to Address Barriers to Learning and Teaching

into a Unified & Comprehensive System of Interventions

Rethinking Organizational &

OperationalInfrastructure

Developing SystemicChange Mechanisms for Effective Implementation,

Sustainability, & Replication to Scale

Also, counter the overemphasis on extrinsic reinforcers by reintroducing a focus on intrinsic motivation.

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Our work has focused on all four concerns and they are reflected in the set of learning supports standards that have been developed.

Today , as context for the learning supports standards, we highlight: I. Why a Unified & Comprehensive System of Learning Supports is Imperative for School Improvement Policy and for Student and Teacher Well-Being?and

II. Prototype Frameworks for New Directions for Student and Learning Supports

In this context, we will delineate >an expanded school improvement policy framework >how to reframe student and learning supports for schools

and then we will present the outline of the common core standards for a learning supports component.

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Some Major Concerns

High student dropout rates High teacher turnover Continuing achievement gap So many schools designated as low performing High stakes testing is taking its toll Plateau effect

Teachers shouldn’t be expected to do it alone!

I.Why is a system of learning supports imperative for school improvement policy?

UCLA

When it comes to policy, the Carnegie Task Force on Education has stressed:

School systems are not responsible for meeting every need of their students.

But . . .

when the need directly affects learning, the school must meet the challenge.

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The Challenge:Addressing Barriers to Learning/Development/Parenting/Teaching

Range of Learners

Motivationally ready and able

Not verymotivated/lackingprerequisite

skills/different rates& styles/minorvulnerabilities

Avoidant/ very deficient in capabilities

No barriers

Barriersto

Learning,Development,

Parenting,Teaching

DesiredOutcomes

TraditionalParenting &

Teaching

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For most youngsters, it’s more about Environmental Conditions

Neighborhood Family School and Peers

than about Individual deficits

And, of course, a holistic approach emphasizes

>Protective Buffers (strengths, resiliency)

>Promoting Full Development

Stressing the Full Range of Barriers to Learning/Development/Parenting/Teaching

What has been the long-standing approach to student problems in

districts and schools?

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Current approach to addressing barriers at schools

Talk about fragmented!!!

Psychological Testing

Violence & Crime

Prevention

Special Education

After-School Programs

HIV/Aids PreventionPupil Services

District

Juvenile Court Services

Community-Based Organizations

Mental Health Services Social

Services

HIV/AIDS Services Child

Protective Services

Pregnancy Prevention

Counseling

Codes of Discipline

Physical Education

HealthEducation

Clinic

Health Services

Nutrition Education

School Lunch Program

Drug Prevention

Drug Services

Smoking Cessation for Staff

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What this means for systemic change:

Current situation is that the efforts to provide supports to address barriers are Marginalized in policy and practice.

This leads to

Fragmentation

Poor cost-effectiveness (up to 25% of a school budget used in too limited and often redundant ways)

Counterproductive competition for sparse resources (among school support staff and with community-based professionals who link with schools)

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Why the Marginalization?

A Policy Problem

Direct Facilitation of Learning & Development

Instructional / Developmental Component

Management Component

Governance and Resource Management

Safe schools &

Some Student & Family Assistance

Besides offering a small amount of school-owned student "support” services, schools outreach to the community to add a few school-based / linked services.

II. Expanding School Improvement Policy & Reframing Student and Learning Supports

Clearly, there are some student and learning supports; what’s missing is a dedicated, unified, and comprehensive component directly focused on:

(1) addressing barriers to learning and teaching

AND

(2) re-engaging students who have become

disconnected from classroom instruction and schools

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UCLA

Governance and Resource Management (Management Component)

The need is to move from the prevailing two-component policy framework to a three-component framework to

develop a unified and comprehensive system of supports

Addressing Barriers to Learning/Teaching (Enabling or Learning Supports Component)

Direct Facilitation of Learning (Instructional Component)

Examples of Initiatives, programs and services at schools that belong under the umbrella >positive behavioral supports

>programs for safe and drug free schools

>bi-lingual, cultural, and other diversity programs

>compensatory education programs

>family engagement programs

>special education programs

>mandates stemming from the No Child Left Behind Act & other federal programs

Building a Learning Supports Building a Learning Supports SystemSystem

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Learning Supports are defined as the resources, strategies, and practices that support physical, social, emotional and intellectual development and well-being to enable all students to have an equal opportunity for success at school.

To enable effective use of learning supports, school and community resources are unified in a learning supports component and fully integrated with instructional efforts and interventions and professional development.

A learning supports component is deployed in classrooms and

school-wide to address barriers to learning and teaching and

re-engage disconnected students.

Prototype for a Unified & Comprehensive

System of Interventions

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A Unifying Concept for Student & Learning Supports

Range of Learners

No barriers

BarriersTo

Learning,Developme

nt, Teaching

Instructional

Component

ClassroomTeaching

+Enrichmen

tActivity

DesiredOutcomes

(High Expectations& Accountability)

(High Standards)

Motivationally ready and able

Not very motivated/ lacking prerequisite skills/ different rates & styles/ minor vulnerabilities

Avoidant/ very deficient in capabilities

Enabling Component

(1) Addressing Interfering Factors

(2) Re-engaging Students in Classroom Instruction

A Comprehensive & Systemic Learning Supports Component is

Standards-Based and Accountability-Driven

The intervention framework consists of

a full continuum of interventions

& An Organized Set of Content Arenas

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Prototype for Clarifying Levels of Intervention Continuum:Interconnected Subsystems for Meeting the Needs of All Students

One key Facet of a Learning Supports Component

Systems for PromotingHealthy Development &

Preventing Problemsprimary prevention – includes

universal interventions(low end need/low cost

per individual programs)

School Resources (facilities, stakeholders, programs, services)

Community Resources (facilities, stakeholders, programs, services)

See examples See examples

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Systems of Early Interventionearly-after-onset – includes

selective & indicated interventions(moderate need, moderate

cost per individual)




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Systems of Caretreatment/indicated

interventions for severe andchronic problems

(High end need/high costper individual programs)




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Levels of Intervention Continuum:Interconnected Subsystems for

Meeting the Needs of All Students

Systems for PromotingHealthy Development &

Preventing Problemsprimary prevention – includes

universal interventions(low end need/low cost

per individual programs)

Systems of Early Interventionearly-after-onset – includes

selective & indicated interventions(moderate need, moderate

cost per individual)

Systems of Caretreatment/indicated

interventions for severe andchronic problems

(High end need/high costper individual programs)




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Prototype Categories of Basic Content Arenas for Student/Learning Supports Intervention

Classroom-BasedApproaches to Enable Learning

CrisisAssistance &Prevention

Supportfor

Transitions

Home Involvement /Engagement in Schooling

Student &Family

Assistance

Community Support

See Examples & Surveys

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Supportfor

Transitions


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Community Support


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Student &Family

Assistance


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Categories of Basic Content Arenas for Student/Learning Supports Intervention



Supportfor

Transitions


Student &Family

Assistance

Community Support

InfrastructureFor

Learning Supports


Leadership

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Combined Continuum and Content Arenas

Provides the Framework for a Unified & Comprehensive System of Supports

Levels of Intervention

Systems for Promoting Healthy Development & Preventing Problems

Systems for Early Intervention (Early after problem onset)

Systems of Care

ContentArenas

Classroom-FocusedEnabling

Crisis Assistance & Prevention

Support for TransitionsHomeEngagementin Schooling

CommunitySupport

Student & Family Assistance

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About Standards for a Learning Supports Component

Based on innovative work across the country, our Center has facilitated development of standards that expand school improvement policy and practice from a two to a three‑component approach and that can guide schools in developing a unified and comprehensive system of learning supports.

Adopting a set of standards for learning supports represents a major way to balance what is happening by systematically enhancing how schools address barriers to learning and teaching.

The set provides: (a) a tool for leaders and policy makers at every level to assess how well schools are doing with respect to addressing factors interfering with learning and teaching (including re‑engaging disconnected students) and (b) a guide for developing a unified and comprehensive system of learning supports.

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Standards for a Learning Supports Component

The following standards are formulated around five areas of concern that confront schools developing a unified and comprehensive system of learning supports:

(1) Framing and Delineating Intervention Functions,

(2) Reworking Operational Infrastructure,

(3) Enhancing Resource Use,

(4) Continuous Capacity Building, and

(5) Continuous Evaluation and Appropriate Accountability.

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Area -- Framing and Delineating Intervention Functions

Standard 1 addendum: Specific standards for the content arenas of a learning supports component

>Standard 1a. Continuous enhancement of regular classroom strategies to enable learning (e.g., personalizing learning for students with mild-moderate learning and behavior problems and to re-engage those who have become disengaged from learning at school; providing special individual learning accommodations and supports as necessary)

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>Standard 1b. Continuous enhancement of programs and systems for a full range of transition supports (e.g., assisting students and families as they negotiate hurdles to enrollment, school and grade changes, daily transitions, program transitions, etc.)

>Standard 1c. Continuous enhancement of programs and systems to increase and strengthen home and school connections

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>Standard 1d. Continuous enhancement of programs and systems for responding to, and where feasible, preventing school and personal crises (including creating a caring and safe learning environment)

>Standard 1e. Continuous enhancement of programs and systems to increase and strengthen community involvement and support (e.g., outreach to develop greater community involvement and support, including enhanced use of volunteers)

>Standard 1f. Continuous enhancement of programs and systems to facilitate student and family access to effective services and special assistance as needed.

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Area -- Reworking Operational Infrastructure

Standard 2 : Establishment of an integrated operational infrastructure for a comprehensive, multifaceted, and cohesive component for addressing barriers to learning and teaching and re-engaging disconnected students.

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What the student support infrastructure looks like at most schools now

Instructional Component

Leadership

for instruction

Management/Governance

Component

(Various teams and Work groups focused on

Improving instruction)

SchoolImprovement

Team

Management/GovernanceLeadership

(Various teams and Work groups focused on

management & governance)

Moderate-Severe problems

Disabilityconcerns

Case-Oriented

Mechanisms

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What the standards for learning supports stress:An Integrated Infrastructure at the School Level

(Should be paralleled at the District Level)

Instructional Component

Leadership for

Instruction

Management/Governance

ComponentManagement/GovernanceLeadership

SchoolImprovement

Team

Learning Supports or Enabling Component

Leadership for

Learning Supports

LearningSupportsResource

Team

Work GroupsResource-Oriented

Mechanisms

moderateproblems

Case-Oriented

Mechanisms

severeproblems

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About a Learning Supports Component Leadership Team

What you also need is a Leadership Team to Developa Unified & Comprehensive System of Learning Supports

What you probably have is a Team Focused on Specific Individuals &

Discrete Services

Sometimes called:

Child/Student Study Team

Student Success Team

Student Assistance Team

Teacher Assistance Team

IEP Team

Possibly called:

Learning Supports Resource Team

Learning Supports Component Leadership Team

Learning Supports Component Development Team

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EXAMPLES OF FUNCTIONS

aggregating data across students and

from teachers to analyze school

needs mapping resources analyzing resources enhancing resources program and system

planning/development redeploying resources coordinating-integrating resources social "marketing"

EXAMPLES OF FUNCTIONS

triage referral case monitoring/management case progress review case reassessment

Team Focused on Specific Individuals &

Discrete Services

Core Team for Developing a Unified & Comprehensive System of Learning Supports

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Area -- Enhancing Resource Use

Standard 3 : Appropriate resource use and allocation for developing, maintaining, and evolving the component.

Area -- Continuous Capacity Building

Standard 4 : Capacity building for developing, maintaining, and evolving the component.

Area -- Continuous Evaluation and Appropriate Accountability.

Standard 5 : Formative and summative evaluation and accountability are fully integrated into all planning and implementation of the component.

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For details, see:

>General Information -- http://smhp.psych.ucla.edu/pdfdocs/comcorannounce.pdf

>the full document – http://smhp.psych.ucla.edu/pdfdocs/commcore.pdf

Also see Blogs at: >Huffington Post -- http://www.huffingtonpost.com/elaine-weiss/common-core_b_2427484.html >Hunt Institute -- http://www.huntintersection.com/2012/09/26/common-core-standards-for-learning-supports-looking-for-feedback-from-all-concerned-about-equity-of-opportunity/

>Education Week -- http://blogs.edweek.org/teachers/living-in-dialogue/2012/08/learning_supports_the_missing_.html

>Another on ASCD -- http://www.wholechildeducation.org/blog/whole-child-and-all-children-expanding-the-common-core-standards-movement

UCLA

How do we get from here to there? Systemic Change!

Is this your systemic change process?

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What are the phases for developing the system?

• Creating Readiness & Commitment

• Starting Up & Phasing In

• Institutionalizing

• Creatively Renewing

Strategically plan each phase with scale-up & replication in mind!

At this point, I hope you are readyto unify the learning supports system.

Well, it makes sense, BUTmy job is bullying prevention!

Well, it sounds good, BUTmy grant is for dropout prevention!

It seems like it should be done, BUTI’m responsible for Title I …

Readiness involves more than presenting new ideas; it involves escaping old ones!

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“What the best and wisest parent wants

for his [or her] own child, that must the community

want for all of its children.

Any other ideal for our schools

is narrow and unlovely;

acted upon, it destroys our democracy.”

John Dewey

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UCLA Web site The Center at UCLA has extensive resources which

are free and readily accessible online. These include:

Resources to help meet daily needs related to student learning, behavior, and emotional concerns

Policy and practice analyses to help rethink current student and learning supports

A toolkit to help design and implement a unified & comprehensive learning supports system, and more . . .

http://smhp.psych.ucla.edu/

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Online Technical Assistance

The Center at UCLA provides regular responses to all relevant technical assistance inquiries.

This powerpoint presentation is available to you on request.*

Contact: [email protected]

*More extensive powerpoint presentations are available athttp://smhp.psych.ucla.edu/materials/trainingpresentation.htm#slide

A one hour webinar is online at https://scholastic.webex.com/scholastic/

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