Addressing Barriers to Learning and Teaching to Enhance School Improvement UCLA.
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Transcript of Addressing Barriers to Learning and Teaching to Enhance School Improvement UCLA.
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Addressing Barriers to Learning and Teaching
to Enhance School Improvement
UCLA
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About this Resource
This is part of a set of 3 power point sessions. There is also a related 7 session set online. For each session, there are also a package of handouts (online in PDF) that cover the material. Many of these handouts provide additional details on a given topic.
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Feel free to use the power point slides and the handouts as is or by adapting them to advance efforts to develop a comprehensive system of learning supports.
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Outline for the Session III
Next Steps
A. Rework Infrastructure
B. Assign Leadership and Developing a Learning Supports Resource Team
C. Expand School Improvement Guidance and Planning to Focus on Developing a Comprehensive System of Learning Supports
D. Use of the Center’s Free Resources (e.g., toolkit, distance coaching)
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Rework OperationalInfrastructure
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Developing a Comprehensive System of Learning Supports (an Enabling Component) involves reworking the organizational and operational infrastructure for
>schools
>feeder patterns
>districts (and departments of education)
>school-community collaboratives
>state departments and USDOE
In reworking infrastructure, it is essential to remember
Structure Follows Function!
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Key Mechanisms for a Component
• Administrative Leader
• Staff Lead for Component
• Staff Workgroups
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What the student support infrastructure look like at most schools
Instructional Component
Leadership
for instruction
SchoolImprovement
Team
(Various teams and Work groups focused on
management & governance)
Management/Governance/Administrator
(Various teams and Work groups focused onImproving instruction)
Management/Governance
Component
Case-Oriented
Mechanisms
moderateproblems
severeproblems
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School Mechanisms for a Enabling or Learning Supports Component
>Administrative Leader (e.g., 50% FTE devoted to component)
>Staff Lead for Component
>Staff Workgroups
A key infrastructure mechanism for ensuring
continuous analysis, planning, development, evaluation and advocacy is a
Learning Supports Resource Team
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Example of an Integrated Infrastructure at the School Level
Instructional Component
Leadership
for instruction School
ImprovementTeam
Management/Governance/Administrator
Management/Governance
Component
Case-OrientedMechanis
ms
moderateproblems
severeproblems
Resource-Oriented
Mechanisms
Leadership for
Learning Supports
Learning Supports or
Enabling Component
LearningSupportsResource
Team
Work Groups
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Leadership Beyond the School for Enhancing a System of Learning Supports
For a family of schools (e.g., feeder pattern)
• 1-2 representatives from each School-Based Resource Team
• Facilitator for a Multi-site Resource Council
At the district Level
• 1-2 representatives from each Complex Resource Council
• High Level District Administrator
• School Board Subcommittee Chair (Comparable leadership at county, state, and federal
levels)
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Enhancing a System of Learning Supports:Connecting Resources Across a Family of
Schools, a District, and Community-Wide
HighSchools
MiddleSchools
ElementarySchools
LearningSupportsResource
Team
LearningSupportsResource
Team
LearningSupportsResource
Team
LearningSupportsResource
Team
LearningSupportsResource
Team
LearningSupportsResource
Team
Learning Supports
Resource Council
School DistrictResources, Management,
& Governing Bodies
LearningSupportsResource
Team
LearningSupportsResource
Team
LearningSupportsResource
Team
LearningSupportsResource
Team
LearningSupportsResource
Team
LearningSupportsResource
Team
Learning Supports
Resource Council
Community Resources,Management, & Governing Bodies
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Assign Leadership
and Develop a
Learning Supports Resource Team
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Who’s at a School?
Often, schools have not generated a “map” of the staff who are trying to address barriers to learning and teaching.
(1) Adapt the following list to fit a specific school and then fill in names, what they do, and when.
(2) Share the final version with teachers, parents,and other concerned stakeholders.
The staff listed are all potentially invaluable membersof a school’s Learning Supports Resource Team
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Learning Supports Staff at a School*
>Administrative Leader for Learning Supports
>School Psychologist
>School Nurse
>Pupil Services & Attendance Counselor >Social Worker
>Counselors
>Dropout Prevention Program Coordinator
>Title I and Bilingual Coordinators >Resource and Special Education Teachers
Other important resources:
>School-based Crisis Team Members
>School Improvement Program Planners
>Community Resources
*Such a list should include a brief
description of programs and services and times available
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A Learning Support Resource Team
Schools say: “We already have a team” But is it Resource-oriented?
What you also need is a
a Resource-Oriented Team (Focused on all students and the resources, programs, and systems to address barriers to learning & promote healthy development)
What you probably have is a Case-Oriented Team (Focused on specific individuals and discrete services)
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A Resource-oriented Team
Possibly called:
>Resource Coordinating Team
>Resource Coordinating Council
>School Support Resource Team
>Learning Support Resource Team
Sometimes called:
>Child/Student Study Team
>Student Success Team
>Student Assistance Team
>Teacher Assistance Team
>IEP Team
A Case-oriented Team
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A Resource-oriented Team
EXAMPLES OF FUNCTIONS
>aggregating data across students & 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
A Case-oriented Team
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Expand School Improvement Guidance & Planning:
Be a Catalyst for Systemic Change
All school improvement planning (e.g., current Title I guidelines) provide
ample opportunity to expand school improvement guidance and planning to
develop a comprehensive system of learning supports
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Taking Action
The Center has developed and continues to develop andevolve resources to support action.
See for example:
Steps and Tools to Guide Planning and Implementation of a Comprehensive System to
Address Barriers to Learning and Teaching
http://smhp.psych.ucla.edu/pdfdocs/stepsandtoolstoguideplanning.pdf
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Rebuilding Student Supports into a Comprehensive System for Addressing Barriers to Learning and Teaching
http://smhp.psych.ucla.edu/summit2002/resourceaids.htm
Sustaining and Scale-up: It's About Systemic Change
http://smhp.psych.ucla.edu/pdfdocs/Newsletter/Fall04.pdf
Also see complete List of Resources & Publications
http://smhp.psych.ucla.edu/selection.html
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To Recap:
• Operational infrastructure at all levels needs to be reworked to effectively plan, develop, and implement a comprehensive system of learning supports
• Current guidelines provide ample opportunity to expand school improvement planning to focus on
development of a comprehensive system of learning supports
• Planning means little if there is no dedicated leadership and workgroup mechanisms to carry out the work on a regular basis
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What changes in current operational infrastructure would enhance efforts to develop a comprehensive system of learning supports?
Study Question
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Activity
Looking at the schools you know –
What Does the Operational Infrastructure Look Like?
In thinking about this, see the tool entitled: “Infrastructure: Is What We Have What We Need?”
Online at
http://smhp.psych.ucla.edu/summit2002/tool%20infrastructure.pdf
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Some Relevant References & Resources
>Frameworks for Systemic Transformation of Student and Learning Supports http://smhp.psych.ucla.edu/pdfdocs/systemic/frameworksforsystemictransformation.pdf
>Infrastructure for Learning Supports at District, Regional, and State Offices http://smhp.psych.ucla.edu/pdfdocs/studentsupport/toolkit/aidk.pdf
>Developing Resource-Oriented Mechanisms to Enhance Learning Supports http://smhp.psych.ucla.edu/pdfdocs/contedu/developing_resource_oriented-mechanisms.pdf
>The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning – http://www.corwinpress.com/book.aspx?pid=11343
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We can help ...
and we want to ...
and there are no fees!
Access the Center website at
http://smhp.psych.ucla.edu/
Contact info:Linda Taylor – [email protected]
Howard Adelman – [email protected]
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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