A Center Policy and Practice Report . . .

Resource-Oriented Teams: Key Infrastructure MechanismsFor Enhancing Learning Supports

Rev. 2011

The Center is co-directed by Howard Adelman and Linda Taylor and operates under the auspices of the School Mental Health Project, Dept. of Psychology, UCLA,

Write: Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563 Phone: (310) 825-3634 Fax: (310) 206-8716 Toll Free: (866) 846-4843

email: smhp@ucla.eduwebsite: http://smhp.psych.ucla.edu

Support comes in part from the Office of Adolescent Health, Maternal and Child Health Bureau (Title V, Social Security Act), Health Resources and Services Administration (Project #U45 MC 00175). U.S. Department of Health and Human Services.

CONTENTS

Preface

Resource-oriented Teams: Key Infrastructure Mechanisms for Enhancing Learning Supports 1

What are Schools Doing Now? 2

Toward Ending Fragmentation 3

Resource-Oriented Mechanisms 3 Focusing on Resources at the School Level 4

Focusing on Resources for a Complex or "Family" of Schools 9System-wide Mechanisms 11

Phasing-in Resource Teams and Councils 12

About Mapping, Analyzing, and Deploying Resources 15

Concluding Comments 22

References 23

Fact Sheet: What is a Learning Supports Resource Team? 24 Appendices

A. Resource Aids for Developing Resource Teams/Councils>Checklist for Establishing School-Site Teams>Examples of Initial and Ongoing Tasks for Teams/Councils>Planning and Facilitating Effective Meetings

B. Resource Aids and Other Relevant References for Mapping>Resource Mapping and Management to Address Barriers to Learning: An Intervention for Systemic Change

>Mapping of Resource Staff>Mapping of Activities Using an Enabling Component Framework>Mapping Community Resources>Other Relevant Resources for Mapping

>Beyond Resource Mapping

C. Thinking About a Five Year Plan

i

Preface

At schools, obviously the administrative leadership is key to ending the marginalization ofefforts to address learning, behavior, and emotional problems. The other key is establishmentof a mechanism that focuses specifically on how resources for learning supports are usedat the school.

For those concerned with school improvement, resource-oriented mechanisms are a criticalfacet of efforts to transform and restructure daily operations. In some schools as much as 30percent of the budget may be going to problem prevention and correction. Every school isexpending resources to enable learning; few have a mechanism to ensure appropriate use ofexisting resources and enhance current efforts related to learning supports. Such amechanism contributes to cost-efficacy of learner supports by ensuring all such activity isplanned, implemented, and evaluated in a coordinated and increasingly integrated manner.It also provides another means for reducing marginalization. Creation of such a mechanismis essential for braiding together existing school and community resources and encouragingservices and programs to function in an increasingly cohesive way. When this mechanismis created in the form of a "team," it also is a vehicle for building working relationships andcan play an expanded role in solving turf and operational problems.

One of the primary tasks a learning supports resource-oriented mechanism undertakes is thatof enumerating school and community programs and services that are in place to supportstudents, families, and staff. A comprehensive "gap" assessment is generated as resourcesare mapped and compared with surveys of the unmet needs of and desired outcomes forstudents, their families, and school staff. Analyses of what is available, effective, and neededprovide a sound basis for formulating priorities and developing strategies to link withadditional resources at other schools, district sites, and in the community and enhanceresource use. Such analyses also can guide efforts to improve cost-effectiveness.

In a similar fashion, a learning supports resource-oriented mechanism for a complex orfamily of schools (e.g., a high school and its feeder schools) and one at the district levelprovide mechanisms for analyses on a larger scale. This can lead to strategies for cross-school, community-wide, and district-wide cooperation and integration to enhanceintervention effectiveness and garner economies of scale.

In the late 1980s, we began pilot testing a new infrastructure mechanism designed to ensurethat schools paid more systematic attention to how they used resources for addressingbarriers to student learning and promoting healthy development. Early in our work, we calledthe school level resource-oriented mechanism a Resource Coordinating Team because weoperationalized the mechanism as a team and focused it first on resource coordination.Although the term doesn’t fully capture, the aims and functions of the mechanism, the termis being used in many places. However, coordination is too limited a descriptor of the teamsrole and functions. So, others have adopted the term Learning Supports Resource Team.Properly constituted, such a team works with the school’s administrators to expand on-siteleadership for efforts to address barriers comprehensively and ensures the maintenance andimprovement of a multifaceted and integrated approach.

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In this report, we stress the fact that what we mean to focus on is resource-orientedmechanisms that are a permanent part of the infrastructure at all levels. For such mechanismsto become part of the infrastructure, school reformers must understand their importance andensure they are included as schools and districts restructure.

And, from a decentralized perspective, it is a good idea to conceive the process ofrestructuring from the school outward. That is, first the focus is on school level resource-oriented mechanisms. Then, based on analyses of what is needed to facilitate and enhanceschool level efforts, mechanisms are conceived that enable groups or “families” of schoolsto work together where this increases efficiency and effectiveness and achieves economiesof scale. Then, system-wide mechanisms can be (re)designed to support what each schooland family of schools are trying to develop.

A resource-oriented mechanism at a school, multiple school sites, and system-wide arerequired for oversight, leadership, resource development, and ongoing support. Suchmechanisms provide ways to (a) arrive at decisions about resource allocation, (b) maximizesystematic and integrated planning, implementation, maintenance, and evaluation ofeducation support (enabling) activity, (c) outreach to create formal working relationshipswith community resources to bring some to a school and establish special linkages withothers, and (d) upgrade and modernize the component to reflect the best interventionthinking and use of technology. At each system level, these tasks require that staff adoptsome new roles and functions and that parents, students, and other representatives from thecommunity enhance their involvement. They also call for redeployment of existingresources, as well as finding new ones.

This report pulls together our work on resource-oriented mechanisms. For more systematicchanges related to schools and their interface with communities, search the Center’sresources through the internet – http://smhp.psych.ucla.edu or request that a resource list besent to you.

Howard S. Adelman & Linda TaylorCo-directors

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Resource-Oriented Teams: Key Infrastructure Mechanisms forEnhancing Learning Supports

Policy makers are calling for higher standards and greater accountability for instruction,improved curricula, better teaching, increased discipline, reduced school violence, an endto social promotion, and more. At the same time, it is evident that current strategies toaccomplish all this are inadequate to the task. This is likely to remain the case as long as solittle attention is paid to reforming and restructuring the ways schools address many well-known factors interfering with the performance and learning of so many young people.

The notion of barriers tolearning encompasses externaland internal factors. It is clearthat too many youngsters aregrowing up and going to schoolin situations that not only fail topromote healthy development,but are antithetical to theprocess. Some also bring withthem intrinsic conditions thatmake learning and performingdifficult. As a result, youngstersat every grade level come toschool unready to meet thesetting's demands effectively.

Pioneer initiatives around the country aredemonstrating the need to rethink how schools andcommunities can meet the challenge of addressingpersistent barriers to student learning (seehttp://smhp.psych.ucla.edu/summit2002/nind7.htm.As a whole, their work underscores a reality that toofew school reformers have acted upon. Namely:

If our society truly means to provide theopportunity for all students to succeed atschool, fundamental changes are needed sothat schools and communities caneffectively address barriers to developmentand learning.

Addressing barriers is not at odds with the"paradigm shift" that emphasizes strengths,resilience, assets, and protective factors. Efforts toenhance positive development and improveinstruction clearly can improve readiness to learn.However, it is frequently the case that preventingproblems also requires direct action to remove or atleast minimize the impact of barriers, such as hostileenvironments and intrinsic problems. Withouteffective, direct interventions, such barriers cancontinue to get in the way of development andlearning.

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What are SchoolsDoing Now? All schools have some activity focused on specific concerns, such as

learning problems, substance abuse, violence, teen pregnancy, schooldropouts, and delinquency. Looked at as a whole, one finds in manyschool districts an extensive range of activity oriented to students'needs and problems. Some programs are provided throughout aschool district, others are carried out at or linked to targeted schools.The interventions may be designed to benefit all students in a school,those in specified grades, and/or those identified as having specialneeds. The activities may be implemented in regular or specialeducation classrooms and may be geared to an entire class, groups, orindividuals; or they may be designed as "pull out" programs fordesignated students. They encompass ecological, curricular, andclinically oriented activities.

While schools can use a wide-range of persons to help students, mostschool-owned and operated services are offered as part of pupilpersonnel services. Federal and state mandates tend to determine howmany pupil services professionals are employed, and states regulatecompliance with mandates. Governance of daily practice usually iscentralized at the school district level. In large districts, counselors,psychologists, social workers, and other specialists may be organizedinto separate units. Such units straddle regular, special, andcompensatory education. Analyses of the situation find that the resultis programs and services that are planned, implemented, andevaluated in a fragmented and piecemeal manner. Service staff atschools tend to function in relative isolation of each other and otherstakeholders, with a great deal of the work oriented to discreteproblems and with an overreliance on specialized services forindividuals and small groups. In some schools, a student identified asat risk for grade retention, dropout, and substance abuse may beassigned to three counseling programs operating independently ofeach other. Such fragmentation not only is costly, it works againstdeveloping cohesiveness and maximizing results.

Similar concerns about fragmented community health and socialservices has led to increasing interest in school-communitycollaborations (e.g., school-linked services). A reasonable inferencefrom available data is that such collaborations can be successful andcost effective over the long-run. By placing staff at schools,community agencies make access easier for students and families –especially those who usually are underserved and hard to reach. Suchefforts not only provide services, they seem to encourage schools toopen their doors in ways that enhance recreational, enrichment, andremedial opportunities and greater family involvement. At the sametime, the emphasis on primarily co-locating community services atschool sites is producing another form of fragmentation.

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Toward EndingFragmentation

Resource-OrientedMechanisms

Policymakers have come to appreciate the relationship betweenlimited intervention efficacy and the widespread tendency forcomplementary programs to operate in isolation. Limited efficacydoes seem inevitable as long as interventions are carried out in apiecemeal and often competitive fashion and with little followthrough. From this perspective, reformers have directed initiativestoward reducing service fragmentation and increasing access.

The call for "integrated services" clearly is motivated by a desire toreduce redundancy, waste, and ineffectiveness resulting fromfragmentation (Adler & Gardner, 1994). Special attention is given tothe many piecemeal, categorically funded approaches, such as thosecreated to reduce learning and behavior problems, substance abuse,violence, school dropouts, delinquency, and teen pregnancy.

New directions are emerging that reflect fundamental shifts inthinking about current education support programs and services.Three major themes have emerged so far: (1) the move fromfragmentation to cohesive intervention, (2) the move from narrowlyfocused, problem specific, and specialist-oriented services tocomprehensive general programmatic approaches, and (3) the movetoward research-based interventions, with higher standards andongoing accountability emphasized.

To ensure development of essential programs for addressing barriersto learning and teaching, greater attention must be given todeveloping policy, leadership, and infrastructure and to buildingcapacity (Adelman & Taylor, 2002; Center for Mental Health inSchools, 1999a; 1999b). The focus in this report is on one facet of thenecessary infrastructure – resource-oriented mechanisms.

Resource-oriented organizational mechanisms focus specifically onensuring the appropriate use of existing resources and enhancingefforts to address barriers to student learning. Such mechanisms canreduce marginalization and fragmentation and enhance cost-efficacyof learner support activity by ensuring all such activity is planned,implemented, and evaluated in a coordinated and increasinglyintegrated manner.

Creation of resource-oriented mechanisms is essential for starting toweave together existing school and community resources andencouraging services and programs to function in an increasinglycohesive way. When such mechanisms are created in the form of

4

Focusing on Resources at the

School Level

"teams," they also are vehicles for building working relationships andcan play a role in solving turf and operational problems, developingplans to ensure availability of a coordinated set of efforts, andgenerally improving the attention paid to developing a comprehensive,integrated approach for addressing barriers to student learning.

One primary task a resource-oriented mechanism undertakes is that ofenumerating school and community programs and services that are inplace to support students, families, and staff. A comprehensive "gap"assessment is generated as resource mapping is compared with surveysof the unmet needs of and desired outcomes for students, theirfamilies, and school staff. Analyses of what is available, effective, andneeded, provide a sound basis for formulating strategies to link withadditional resources at other schools, district sites, and in thecommunity and enhance use of existing resources. Such analyses alsocan guide efforts to improve cost-effectiveness. In a similar fashion,a resource-oriented team for a complex or family of schools (e.g., ahigh school and its feeders) and at the district level providesmechanisms for analyses that can lead to strategies for cross-school,community-wide, and district-wide cooperation and integration toenhance intervention effectiveness and garner economies of scale. Forthose concerned with school improvement, establishment of suchmechanisms are a key facet of efforts designed to restructure schoolsupport services.

This report first explores such mechanisms at the school level, then interms of a feeder pattern, and finally at the district level.

Creation of a school-site resource-oriented mechanism provides agood starting place in efforts to enhance coordination and integrationof services and programs and for reaching out to District andcommunity resources to enhance learner supports. And, over time,such a mechanism can be evolved to do much more – eventuallytransforming current approaches to addressing barriers to studentlearning and promoting healthy development.

As discussed here, the school level resource-oriented mechanism firstwas dubbed a Resource Coordinating Team and currently we areusing the term Learning Supports Resource Team. We initially pilotedsuch teams in the Los Angeles Unified School District and now theyare being introduced in many schools across the country (seehttp://smhp.psych.ucla.edu/summit2002/nind7.htm ) Properlyconstituted, such a team provides on-site leadership for efforts toaddress barriers comprehensively and ensures the maintenance andimprovement of a multifaceted and integrated approach.

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When we mention a Resource Team, some school staff quickly respond:

We already have one!

When we explore this with them, we usually find what they have is a case-oriented team --that is, a team that focuses on individual students who are having problems. (Such a teammay be called a student study team, student success team, student assistance team, teacherassistance team, and so forth.)

To help clarify the difference, we have developed the following exhibit:

Contrasting Team Functions

A Case-Oriented Team

Focuses on specific individuals and discrete services to address barriers to learning

Sometimes called:

• Child Study Team• Student Study Team• Student Success Team• Student Assistance Team• Teacher Assistance Team• IEP Team

EXAMPLES OF FUNCTIONS:

>triage>referral>case monitoring/management>case progress review>case reassessment

A Resource-Oriented Team

Focuses on all students and the resources, programs, and systems to address barriers to learning & promote healthy development

Possibly called:

• Learning Supports Resource Team • Resource Coordinating Team• Resource Coordinating Council• School Support Team

EXAMPLES OF FUNCTIONS:

>aggregating data across students and from teachers to analyze school needs

>mapping resources in school and community>analyzing resources >identifying the most pressing program

development needs at the school>coordinating and integrating school resources

& connecting with community resources>establishing priorities for strengthening

programs and developing new ones>planning and facilitating ways to strengthen

and develop new programs and systems>recommending how resources should be

deployed and redeployed>developing strategies for enhancing resources>social "marketing"

In contrasting the two teams, the intent is to highlight the difference in functionsand the need for both teams (not to suggest one set of functions should takeprecedence over the other).

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Another way to help differentiate the two types of mechanisms is by use of two familiarmetaphors. A case-orientation fits the starfish metaphor.

The day after a great storm had washed up all sorts of sea life far up onto the beach,a youngster set out to throw back as many of the still-living starfish as he could.After watching him toss one after the other into the ocean, an old man approachedhim and said:

It’s no use your doing that, there are too many,You're not going to make any difference.

The boy looked at him in surprise, then bent over, picked up another starfish, tossedit back, and then replied:

It made a difference to that one!

And, of course, that is the metaphor that reflects all the important clinical effortsundertaken by staff alone and when they meet together to work on specific cases.

The resource-oriented focus is captured by what can be called the bridge metaphor.

In a small town, one weekend a group of school staff went to the river to go fishing.Not long after they got there, a child came floating down the rapids calling for help.One of the group on the shore quickly dived in and pulled the child out. Minutes lateranother, then another, and then many more children were coming down the river. Soonevery one was diving in and dragging children to the shore and then jumping back into save as many as they could.

In the midst of all this frenzy, one of the group was seen walking away. Hercolleagues were irate. How could she leave when there were so many children to save?After long hours, to everyone’s relief, the flow of children stopped, and the group couldfinally catch their breath.

At that moment, their colleague came back. They turned on her and angrily shouted:How could you walk off when we needed everyone here to save the children?

She replied: It occurred to me that someone ought to go upstream and find outwhy so many kids were falling into the river. What I found is that the old woodenbridge had several planks missing, and when some children tried to jump over thegap, they couldn’t make it and fell through into the river. So I got someone to fix thebridge.

Fixing and building better bridges is a good way to think about prevention work, and itis the way to understand the importance of taking time to focus on improving andenhancing resources, programs, and systems.

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As indicated, a resource oriented team’sfocus is not on specific individuals, but onhow resources are used. In doing so, itprovides what often is a missing link formanaging and enhancing systems in waysthat integrate and strengthen interventions.For example, such a team can (a) map andanalyze activity and resources to improvetheir use in preventing and amelioratingproblems, (b) build effective referral, casemanagement, and quality assurancesystems, (c) enhance procedures formanagement of programs and informationand for commun-ication among school staffand with the home, and (d) explore ways toredeploy and enhance resources – such asclarifying which activit ies arenonproductive and suggesting better usesfor resources, as well as reaching out toconnect with additional resources in theschool district and community. Indeed,such a school-site team provides a keymechanism for weaving together existingschool and community resources andincreasing cohesive functioning of servicesand programs.

A Resource Team exemplifies the type ofmechanism needed for overall cohesionand coordination of school supportprograms and systems for students andfamilies. Minimally, such a team canreduce fragmentation and enhance cost-efficacy by assisting in ways thatencourage programs to function in acoordinated and increasingly integratedway. For example, the team can developcommunication among school staff and tothe home about available assistance andreferral processes, coordinate resources,and monitor programs to be certain they arefunctioning effectively and efficiently.More generally, this group can provideleadership in guiding school personnel andclientele in evolving the school’s vision forits support program (e.g., as not onlypreventing and correcting learning,behavior, emotional, and health problemsbut as contributing to classroom efforts tofoster academic, social, emotional, antphysical functioning). The group also canhelp to identify ways to improve existingresources and acquire additional ones.

Major examples of the group's activity are

• preparing and circulating a listprofiling available resources(programs, person-nel, specialprojects, services, agencies) at theschool, in the district, and in thecommunity

• clarifying how school staff andfamilies can access them

• refining and clarifying referral, triage,and case management processes toensure resources are usedappropriately (e.g. where neededmost, in keeping with the principle ofadopting the least intervention needed,with support for referral follow-through)

• mediating problems related toresource allocation and scheduling,

• ensuring sharing, coordination, andmaintenance of needed resources

• assisting in creation of area programteams

• exploring ways to improve andaugment existing resources to ensure awider range are available (includingencouraging preventive approaches,developing linkages with other districtand community programs, andfacilitating relevant staffdevelopment)

• evolving a site's infrastructure fordeveloping a comprehensive,multifaceted, and integrated approachto addressing barriers to studentlearning and promoting healthydevelopment (possibly includinghealth and family centers as hubs)

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recruit a broad range of

stakeholders

ensure motivational readiness &

capability

Where creation of "another team" is seen as a burden, existingteams, such as student or teacher assistance teams and school crisisteams, have demonstrated the ability to focus on enhancingresources and programs by augmenting their membership andagendas. Of course, in doing so, they must take great care tostructure the agenda so that sufficient time is devoted to theadditional tasks. In small schools where there are so few staff thata large team is not feasible, there still is a need for some form of aresource-oriented mechanism. Thus, in some instances, the “team”may be as small as two persons.

Although a resource-oriented mechanism might be created solelyaround psychosocial programs, it is meant to focus on resourcesrelated to all major programs and services supporting theinstructional component. Thus, it tries to bring togetherrepresentatives of all these programs and services. This mightinclude, for example, guidance counselors, school psychologists,nurses, social workers, attendance and dropout counselors, healtheducators, special education staff, after school program staff,bilingual and Title I program coordinators, health educators, safeand drug free school staff, and union reps. It also should includerepresentatives of any community agency that is significantlyinvolved with schools. Beyond these "service" providers, such ateam is well-advised to add the energies and expertise ofadministrators, regular classroom teachers, non-certificated staff,parents, and older students.

The larger the group, of course, the harder it is to find a meetingtime and the longer each meeting tends to run. Nevertheless, thevalue of broad stakeholder representation far outweighs thesematters. And, good meeting facilitation that maintains a task-focusand an action orientation can make meetings a invaluableopportunity to enhance systems (see Appendix A).

For the team to function well, there must be a core of members whohave or will acquire the ability to carry out identified functions andmake the mechanism work (others are auxiliary members). Theymust be committed to the team's mission. (Building teamcommitment and competence should be a major focus of schoolmanagement policies and programs. Because various teams at aschool require the expertise of the same personnel, some individualswill necessarily be on more than one team.) The team must have adedicated leader/facilitator who is able to keep the group task-focused and productive. It also needs someone who recordsdecisions and plans and reminds members of planned activity andproducts. Where advanced technology is available (managementsystems, electronic bulletin boards and E-mail, clearinghouses), itcan be used to facilitate communication, net-working, programplanning and implementation, linking activity, and a variety ofbudgeting, scheduling, and other management concerns.

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ensure representation on governance

& planning bodies

Focusing on Resources for a Complex or “Family” of

Schools

The team meets as needed. Frequency of meetings depends on thegroup's functions, time availability, and ambitions. Initially, thismay mean once a week. Later, when meetings are scheduled forevery 2-3 weeks, continuity and momentum are maintained throughinterim tasks performed by individuals or subgroups. Because someparticipants are at a school on a part-time basis, one of the problemsthat must be addressed is that of rescheduling personnel so thatthere is an overlapping time for meeting together. Of course, thereality is that not all team members will be able to attend everymeeting, but a good approximation can be made at each meeting,with steps taken to keep others informed as to what was done. Wellplanned and trained teams can accomplish a great deal throughinformal communication and short meetings.

Properly constituted, trained, and supported, a resource orientedteam complements the work of the site's governance body throughproviding on-site overview, leadership, and advocacy for all activityaimed at addressing barriers to learning and enhancing healthydevelopment. Having at least one representative from the resourceteam on the school's governing and planning bodies ensures thetype of infrastructure connections that are essential if programs andservices are to be maintained, improved, and increasingly integratedwith classroom instruction. And, of course, having an administratoron the team provides the necessary link with the school’sadministrative “table.”

For many support service personnel, their past experiences ofworking in isolation – and sometimes in competition with others –make this collaborative opportunity unusual and one whichrequires that they learn new ways of relating and functioning. SeeAppendix A for some resource aids that can help in establishing aResource Team and ensuring it is structured to operate effectively.

Schools in the same geographic (catchment) area have a number ofshared concerns, and feeder schools often are interacting withstudents from the same family. Furthermore, some programs andpersonnel are (or can be) shared by several neighboring schools,thus minimizing redundancy and reducing costs. A multi-site teamcan provide a mechanism to help ensure cohesive and equitabledeployment of resources and also can enhance the pooling ofresources to reduce costs. Such a mechanism can be particularlyuseful for integrating the efforts of high schools and their feedermiddle and elementary schools. (This clearly is important inaddressing barriers with those families who have youngstersattending more than one level of schooling in the same cluster. It isneither cost-effective nor good intervention for each school tocontact a family separately in instances where several children froma family are in need of special attention.)

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With respect to linking with communityresources, multi school teams areespecially attractive to communityagencies who often don't have the time orpersonnel to link with individual schools.In general, then, a group of sites canbenefit from having an ongoing, multi-site,resource-oriented mechanism that providesleadership, facilities communication,coordination, integration, and qualityimprovement of all activity the sites havefor addressing barriers to learning andpromoting healthy development.

Thus, a multi-site team or LearningSupports Resource Council for a complexof schools (e.g., a high school and itsfeeder middle and elementary schools)brings together one to two representativesof each school's resource team (see figurebelow). Such a mechanism can help (a)coordinate and integrate programs servingmultiple schools, (b) identify and meet

common needs with respect to guidelinesand staff development, and (c) createlinkages and collaborations among schoolsand with community agencies. In this lastregard, the group can play a special role incommunity outreach both to create formalworking relationships and ensure that allparticipating schools have access to suchresources. More generally, the councilprovides a useful mechanism forleadership, communication, maintenance,quality improvement, and ongoingdevelopment of a component foraddressing barriers to learning andteaching. Natural starting points forcouncils are the sharing of needsassessment, resource mapping, analyses,and recommendations for reform andrestructuring. Specific areas of initial focusmay be on such matters as addressingcommunity-school violence anddeveloping prevention programs and safeschool plans.

High Schools

Middle Schools

ElementarySchools

Entire FeederPattern

System-wide

Figure 1. Developing and connecting mechanisms at schools sites, among families of schools, and districtand community-wide

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Council functions

Council membership

System-wideMechanism

Some specific functions for a Council are:

• to share information about resource availability (atparticipating schools and in the immediate community and ingeographically related schools and district-wide) with a viewto enhancing coordination and integration.

• to identify specific needs and problems and explore ways toaddress them (e.g., Can some needs be met by pooling certainresources? Can improved linkages and collaborations becreated with community agencies? Can additional resourcesbe acquired? Can some staff and other stakeholderdevelopment activity be combined?)

• to discuss and formulate longer-term plans and advocate forappropriate resource allocation related to enabling activities.

Each school might be represented on the Council by two membersof its Resource Team. To assure a broad perspective, one of the twomight be the site administrator responsible for enabling activity; theother would represent line staff. To ensure a broad spectrum ofstakeholder input, the council also should include representatives ofclassroom teachers, non-certificated staff, parents, and students, aswell as a range of community resources that should be involved inschools.

Council facilitation involves responsibility for convening regularmonthly (and other ad hoc) meetings, building the agenda, assuringthat meetings stay task focused and that between meetingassignments will be carried out, and ensuring meeting summariesare circulated. With a view to shared leadership and effectiveadvocacy, an administrative leader and a council member elected bythe group can co-facilitate meetings. Meetings can be rotatedamong schools to enhance understanding of each site in the council.

School and multi-site mechanisms are not sufficient. A system-widemechanism must be in place to support school and cluster levelactivity. A system-wide resource coordinating body can provideguidance for operational coordination and integration across groupsof schools. Functions might encompass (a) ensuring there is adistrict-wide vision and strategic planning for addressing barriers tostudent learning and promoting healthy development, (b) ensuringcoordination and integration among groups of schools and system-wide, (c) establishing linkages and integrated collaboration amongsystem-wide programs and with those operated by community, city,and county agencies, (d) ensuring complete and comprehensiveintegration with the district’s education reforms, and (e) ensuringevaluation, including determination of equity in program delivery,quality improvement reviews of all mechanisms and procedures,and ascertaining results for accountability purposes.

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Phasing-inResource Teamsand Councils

The system-wide group should include (a) representatives of multi-school councils, (b) key district administrative and line staff withrelevant expertise and vision (including unit heads, coordinators,union reps), and (c) various other stakeholders such as nondistrictmembers whose job and expertise (e.g., public health, mentalhealth, social services, recreation, juvenile justice, post secondaryinstitutions) make them invaluable contributors to the tasks at hand.

As the above discussion stresses, well-redesigned organizationaland operational mechanisms that enable schools to (a) arrive at wisedecisions about resource allocation, (b) maximize systematic andintegrated planning, implementation, maintenance, and evaluationof enabling activity, (c) outreach to create formal workingrelationships with community resources to bring some to a schooland establish special linkages with others, and (d) upgrade andmodernize interventions to reflect the best models and use oftechnology. Implied in all this are new roles and functions for somestaff and greater involvement of parents, students, and otherrepresentatives from the community. Also implied is redeploymentof existing resources as well as finding new ones.

Building on what is known about organizational change, our Centerstaff for many years has been working on a change model for use inestablishing, sustaining, and scaling-up school and communityreforms. In this context, we have developed a position called anOrganization Facilitator to aid with major restructuring (Adelman,1993; Adelman & Taylor 1997; Center for Mental Health inSchools, 1999a, 1999b, 2001; Taylor & Adelman 1999). Thisspecially trained change agent embodies the necessary expertise tohelp school sites and complexes implement and institutionalizesubstantively new approaches, such as the establishment ofResource Teams and Councils.

The exhibit on the following pages offers an outline of phases forestablishing such mechanisms and summarizes some key facets ofwhat has been discussed above.

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Exhibit

Phasing in Resource Teams and Councils

Phase 1. Organizing Resource Teams at a School Site

Creation of a School-site Resource Team provides a starting point in efforts to reform andrestructure education support programs. Such a team not only can begin the process oftransforming what already is available, it can help reach out to District and communityresources to enhance education support activity. Such a resource-oriented team differs fromcase-oriented teams (e.g., Student Assistance/Guidance Teams). The focus of this team is noton individual students. Rather, it is oriented to clarifying resources and how they are bestused.

Such a team can help

• improve coordination and efficacy by ensuring

>basic systems (for referral, triage, case management) are in place and effective >programs/services are profiled, written up, and circulated >resources are shared equitably

• enhance resources through staff development and by facilitating creation of new resources viaredeployment and outreach

• evolve a site's education support activity infrastructure by assisting in the creation of programteams and Family/Parent Centers as hubs for such activities.

Among its first functions, the Resource Team can help clarify

(a) the resources available to the school (who? what? when?) – For example, the team can mapout and then circulate to staff, students, and parents a handout describing "AvailableSpecial Services, Programs, and Other Resources" (see Appendix B).

(b) how someone gains access to available resources – The team can clarify processes forreferral, triage, follow-through, and case management, and circulate a description ofprocedures to the school staff and parents.

(c) how resources are coordinated – To ensure systems are in place and to enhanceeffectiveness, the team can help weave together resources, make analyses, coordinateactivity, and so forth.

(d) what other resources the school needs and what steps should be taken to acquire them – Theteam can identify additional resources that might be acquired from the District or byestablishing community linkages.

Toward the end of Phase 1, a Complex Resource Council (a multi-locality council) can beorganized. This group is designed to ensure sharing and enhancement of resources acrossschools in a given neighborhood. Of particular interest are ways to address common concernsrelated to crisis response and prevention, as well as dealing with the reality that communityresources that might be linked to schools are extremely limited in many geographic areas andthus must be shared.

More info on the functions of a Resource Team and the complex Council are provided in thebody of this report.

14

Phase II. Organizing a Programmatic Focus and Infrastructure for Education Support Activity

All sites that indicate readiness for moving toward reconceptualizing education support (enabling) activity intoa delimited set of program areas are assisted in organizing program teams and restructuring the site's ResourceTeam.

This involves facilitating

• development of program teams

• analyses of education support activity (programs/services) by program area teams to determine

>how well the various activities are coordinated/integrated (with a special emphasis on minimizing redundancy)

>whether any activities need to be improved (or eliminated)>what is missing -- especially any activity that seems as important or even more

important than those in operation.

• efforts by program area teams related to

>profiling, writing up, circulating, and publicizing program/service information>setting priorities to improve activity in a programmatic area>setting steps into motion to accomplish their first priority for improvement>moving on to their next priorities.

Phase III. Facilitating the Maintenance and Evolution of Appropriate Changes

In general, this involves evaluating how well the infrastructure and related changes are working, includingwhether the changes are highly visible and understood. If there are problems, the focus is on clarifying what isstructurally and systemically wrong and taking remedial steps. (It is important to avoid the trap of dealing witha symptom and ignoring ongoing factors that are producing problems; that is, the focus should be on addressingsystemic flaws in ways that can prevent future problems.)

Examples of activity:

Checking on maintenance of Program Teams (keeping membership broad based and with a working corethrough processes for identifying, recruiting, and training new members when teams need bolstering).

Holding individual meetings with school site leadership responsible for restructuring in this area and withteam leaders to identify whether everyone is receiving adequate assistance and staff development.

Determining if teams periodically make a new listing (mapping) of the current activity at the site andwhether they update their analyses of the activity.

Checking on efficacy of referral, triage, and case management systems.

Checking on the effectiveness of mechanisms for daily coordination, communication, and problem solving.

Evaluating progress in refining and enhancing program activity.

Phase IV. Facilitating the Institutionalization/Sustainability of Appropriate Changes

A critical aspect of institutionalization involves ensuring that school staff responsible for restructuring educationsupport activity formulate a proposal for the next fiscal year. Such a proposal encompasses resource requests(budget, personnel, space, staff development time). It must be submitted and approved by the site's governanceauthority. Institutionalization requires a plan that is appropriately endorsed and empowered through appropriationof adequate resources.

Institutionalization is further supported by evaluating functioning and outcomes related to new infrastructuremechanisms and fundamental activities. With a view to improving quality and efficacy, the findings from suchevaluations are used to revise activities and mechanisms as necessary.

15

About Mapping,Analyzing, &DeployingResources

It has been speculated that when the various sources of support aretotaled in certain schools, as much as 30% of the resources may begoing to addressing barriers to learning. Whatever the actualpercentage, the fact is that in too many locales the resources are beingexpended in rather ad hoc, piecemeal, and fragmented ways. This iswhy mapping, analyzing, and (re)deploying resources are suchimportant functions for resource-oriented mechanisms to pursue.

Mapping can be carried out in various ways. For example, inmapping a school's resources for addressing barriers to learning,some teams begin simply by developing a list of names and briefdescriptions of the work performed by staff and those from thecommunity who are at the school at various times (see Appendix B).This probably is a good starting point since so few schools seem tohave done even this simple form of mapping, and everyone at orotherwise connected to a school should have easy access to suchbasic information. Eventually, all resources should be mapped (e.g.,all programs, services, personnel, space, material resources andequipment, cooperative ventures, budgetary allocations). Moreover,to facilitate subsequent analyses, efforts should be made todifferentiate among (a) regular, long-term programs and short-termprojects and activities, (b) those that have potential to produce majorresults and those likely to produce superficial outcomes, and (c) thosedesigned to benefit many students and those designed to serve a few.

Because of the fragmented way policies and practices have beenestablished, there tends to be inefficiency and redundancy, as well asmajor gaps in efforts to address barriers to learning. Thus, a logicalfocus for analyses is how to reduce fragmentation and fill gaps inways that increase effectiveness and efficiency. Another aspect of theanalyses involves identifying activities that have little or no effects;these represent resources that can be redeployed to help underwritethe costs of filling major gaps.

Below we describe how all this can be done using the frameworkdeveloped for operationalizing an enabling component. Use of awell-conceived framework avoids the tendency to create laundry-listsof the various programs and services offered at a school. Such listscommunicate a fragmented picture rather than a comprehensive,multifaceted, cohesive approach and provide insufficient informationfor analyzing how well resources are being used.

16

Step 1: School-Focused Mapping

The matrix below provides a framework for the school-based resource mechanism (e.g., aResource Team) to begin mapping.

AREAS OF CONCERN FOR MAPPING

Classroom- Crisis Support Home Community Student SystemFocused Response for Involvement Outreach & ChangeEnabling & Transitions in (including Family ActivityActivity Prevention Schooling volunteers) Assistance

Systems forPromotingHealthyDevelop. &PreventingProblems

Systems toRespondEarly-After-Onset

Systems ofCare to treatSevereProblems

As aids for mapping, our Center hasdeveloped a set of tools that outlines thetypes of activities schools might have inthese various areas. (See Appendix B for adescription and for information onaccessing these tools by downloading themfrom our website or requesting a copyfrom the Center.)

The mapping should include all district-level and community resources that havehad some direct connection with the workof the school. As noted above, themapping should also include efforts todifferentiate (a) regular, long-termprograms and short-term projects andactivities, (b) those that have potential toproduce major results and those likely toproduce superficial outcomes, and (c)those designed to benefit many studentsand those designed to serve a few.

After mapping each area, the products can beused immediately to communicate in anorganized manner what the school is currentlydoing to address barriers to learning andpromote healthy development. With relativelylittle effort, the products can be an importantstep forward in "social marketing" the school'sefforts to meet the needs of all students.Appendix B provides examples of summariesrelated to such mapping. After developingsuch summaries, they can be copied as a setand circulated to all stakeholders, and caneven be condensed into a brochure, newsletter,and other formats that will be useful tostakeholders. They also can be mounted as aset on poster board and displayed prominentlyin the staff lounge, the main hallway, andanywhere else in the school where thepresentation will be widely seen. The point isto make certain that everyone begins tounderstand what already exists and that workis underway to develop a comprehensive,multifaceted, cohesive approach.

17

Step 2:Mapping the"Family" ofSchools

Step 3:Analyses

Once individual schools have done their initial mapping, the schools ina feeder pattern (or an other-wise designated "family" of schools) canmeet together to pool the information. At this juncture, efforts shouldalso be made to identify other district-level and community resourcesthat could be brought to the family of schools.

Here, again, the products of the expanded mapping engender asignificant opportunity for social marketing.

In anticipating the analyses of resources, it is important at the family ofschools level to designate whether the resources currently are deployedat elementary, middle, high school, or at all levels.

With the initial mapping done, the focus turns to analyzing howresources are currently used. The aim is to develop specificrecommendations for improving the work at each school throughenhancing use of the resources currently at a school and enhancingresources through collaboration among the family of schools and withneighborhood resources.

Essentially, the process involves conducting a gap analysis. That is,existing resources are laid out in the context of the vision schools havefor a comprehensive, multifaceted, and integrated approach to addressingbarriers to learning and promoting healthy development. From thatperspective, the analysis focuses on (1) what parts are in place, (2) what'sstill missing, and (3) what needs to be done to improve matters.

(1) What's in place? Discussion focuses on how effective and efficientcurrent efforts are. Special attention is given to identifying redundantefforts, inefficient use of resources, and ineffective activities. Withrespect to what is seen as ineffective, the analyses should differentiatebetween activities that might be effective if they were better supportedand those that are not worth continuing because they have not made asignificant impact or because they are not well-conceived. Thisfacilitates generating recommendations about what should bediscontinued so that resources can be redeployed to enhance currentefforts and fill gaps.

(2) What's still missing? Every school has a wish list of programs andservices it needs. The analyses put these into perspective of the school'svision for a comprehensive, multifaceted, and integrated approach toaddressing barriers to learning and promoting healthy development. Bydoing this, the analyses provide an appreciation of major gaps. Thus,rather than making ad hoc choices from a laundry-list of wishes,recommendations can be based on a systematic analysis of current effortsthat require enhancement and gaps that need to be filled.

(3) How can resources be used better? Analyses of how resources mightbe used better first focus on identifying wasteful uses (i.e., redundancies,ineffective activity, programs where costs far out-weigh benefits, lack ofcoordination). Then, the emphasis is on promising programs that areunder-supported. Finally, discussion turns to exploring which gapsshould be filled first (e.g., new activity that is as or even more importantthan existing efforts).

18

Step 4: Recommendations

for Deploying &EnhancingResources

No school or family of schools can do everything at once -- especiallywhen there is a great deal to do (see Appendix C). Based on theanalyses, recommendations first must stress combining some effortsto reduce redundancy at each school and for the family of schools anddiscontinuing ineffective activity. A second set of recommendationsfocus on redeploying freed-up resources to strengthen promisingefforts. Finally, recommendations are made about priorities for fillinggaps and for strategies to expand the pool of resources.

With respect to expanding the pool of resources, the first strategy caninvolve braiding together the resources of the family of schools toachieve economies of scale and to accomplish overlapping activity.Then, the focus is on enhancing connections with communityresources in order to enhance existing programs and services and fillspecific gaps. Recommendations should clarify how the limitedcommunity resources can be added in integrated and equitable waysacross the family of schools. Finally, recommendations can be madeabout seeking additional funds. (See Center Brief and Fact Sheet onFinancing Mental Health for Children & Adolescents.)

19

School Steering Body for a Learning Supports Component

All initiatives need a team of “champions” who agree to steer the process. Thus, at the schoollevel, initially it helps not only to have a resource-oriented team, but also to establish anadvisory/steering group. This leadership body ensures overall development of the component toaddress barriers to learning and guides and monitors the resource team. These advocates must becompetent with respect to the work to be done and highly motivated not just to help get thingsunderway, but to ensure the changes are sustained over time.

The group's first focus is on assuring that capacity is built to accomplish the desired systemicchanges. This includes ensuring an adequate policy and leadership base. If such a base is notalready in place, the group needs to focus on getting one in place. Capacity building, of course,also includes special training for change agents. Over time, the main functions of a steeringgroup are to ensure that staff assigned to facilitate changes (a) maintain a big picture perspectiveand appropriate movement toward long-term goals and (b) have sufficient support and guidance.

The steering group should be fully connected with teams guiding the instructional andmanagement components at the school. Each school steering body needs to be linked formally tothe district mechanism designed to guide development of learning supports components atschools.

Steering groups should not be too large. For example, at a school level, membership mightinclude key change agents, one or two other key school leaders, perhaps someone from a localinstitution of higher education, perhaps a key agency person or two, and a few well-connected“champions.” Such a group can meet monthly (more often if major problems arise) to reviewprogress, problem solve, decide on mid-course corrections. To work against the perception that itis a closed, elite group, it can host "focus groups" to elicit input and feedback and provideinformation.

Ad Hoc and Standing Work Groups for a Resource Team

Work groups are formed as needed by a Learning Supports Resource Team to address specificconcerns (e.g., mapping resources, planning for capacity building and social marketing,addressing problems related to case-oriented systems), develop new programs (e.g., welcomingand social support strategies for newcomers to the school), implement special initiatives (e.g.,positive behavior support), and so forth. Such groups usually are facilitated by a member of theresource team who recruits a small group of others from the school and community who arewilling and able to help. The group facilitator provides regular updates to the resource team onwork group progress and brings back feedback from the Team.

Ad hoc work groups take on tasks that can be done over a relatively short time period, and thegroup disbands once the work is accomplished. Standing work groups focus on defined programsareas and pursue current priorities for enhancing intervention in a given arena. For example, astanding work group might be established for any of the six intervention arenas outlined inChapter 6.

Integrating the Component into the School Infrastructure

The figure on the next page illustrates the type of infrastructure that needs to emerge at theschool if it is to effectively develop a comprehensive component to address barriers to learning.

Note especially the links among the three components, and the connection within the variousgroups involved in planning, implementing, evaluating, and sustaining learning supports.

20

Example of an Integrated Infrastructure at the School Level Instructional Learning Supports Component or Enabling Component

Leadership for Leadership for Instruction Learning Supports*

School(Various teams and work Improvement groups focused on Team improving instruction) Learning Supports Resource moderate

Team** problems

severe problems

Management/Governance Work groups*** Component

Management/ Resource- Case- Governance Oriented Oriented Administrators Mechanisms Mechanisms(Various teams and work groupsfocused on management and governance)

*Learning Supports or Enabling Component Leadership consists of an administrator andother advocates/champions with responsibility and accountability for ensuring the visionfor the component is not lost. The administrator meets with and provides regular input tothe Learning Supports Resource Team.

**A Learning Supports Resource Team ensures component cohesion, integrated implementation, and ongoing development. It meets weekly to guide and monitor dailyimplementation and development of all programs, services, initiatives, and systems at aschool that are concerned with providing learning supports and specialized assistance.

***Ad hoc and standing work groups – Initially, these are the various “teams” that already exist related to various initiatives and programs (e.g., a crisis team) and for processing

“cases” (e.g., a student assistance team, an IEP team). Where redundancy exists, workgroups can be combined. Others are formed as needed by the Learning SupportsResource Team to address specific concerns. These groups are essential foraccomplishing the many tasks associated with such a team’s functions.

For more on this, see >http://smhp.psych.ucla.edu/pdfdocs/infrastructure/anotherinitiative-exec.pdf >http://smhp.psych.ucla.edu/pdfdocs/studentsupport/toolkit/aidk.pdf

21

A Caveat

In building a comprehensive, multifaceted continuum of interventions, the team willbe confronted by the complementary challenges surrounding the needs for evidence-based strategies and demonstrating results. These matters must be addressed inways that enhance rather than hinder system-wide effectiveness. The dilemma arisesbecause of the limited nature and scope of interventions that currently have strongresearch support. The best (not always to be equated with good) evidence-basedstrategies for identifying and working with student's problems are for a small numberof non-comorbid disorders. And, the data show efficacy – not effectiveness. Clearly,before these strategies are seen as the answer, they must be widely implemented incommunity and school settings, and they must generate data that demonstrateenhanced cost-effectiveness.

But it should be stressed that there is a bigger problem related to addressing barriersto student learning. This involves investing in the development and evaluation ofinterventions that go beyond one-to-one and small group approaches and thatincorporate public health and primary prevention initiatives. Such approaches mustbe comprehensive, multifaceted, and integrated and must encompass a fullintervention continuum in the form of systems of prevention, systems of earlyintervention (early after the onset of problems), and systems of care. Developmentof such a continuum of overlapping systems requires major school-based programsand school-community collaborations

In sampling the literature, it is evident that there is not a strong evidence base foraddressing many psychosocial problems. Unfortunately, the field is not moving inthe direction of developing such an evidence base because (1) there is not supportfor the type of research that must be carried out to determine the impact ofcomprehensive, multifaceted, and integrated approaches, and (2) many in the fieldare falling into the trap of thinking large-scale problems can be solved by reifyinga few evidence-based interventions. It is striking that there never has been a formalstudy of the impact on a catchment area (e.g., a neighborhood) of a comprehensive,multifaceted, and integrated approach that encompasses a full interventioncontinuum in the form of systems of prevention, early intervention, and care.

This is not to say, data are not available to support development of comprehensive,multifaceted, and integrated approaches. There are both negative data that indicatethe need (e.g., the “plateau effect” increasingly becoming evident around directefforts to increase achievement test scores and close the achievement gap in manydistricts. And, there is the positive data related to efforts to aggregate findings relatedto addressing barriers to learning and teaching into an “big picture” perspective. Seethe research brief:Addressing Barriers to Student Learning & Promoting Healthy Development: A UsableResearch-Base online at http://smhp.psych.ucla.edu/pdfdocs/briefs/BarriersBrief.pdf

22

Concluding Comments

Most of us know how hard it is to work effectively with a group. Many staff members ata school site have jobs that allow them to carry out their duties each day in relative isolationof other staff. And despite various frustrations they encounter in doing so, they can see littleto be gained through joining up with others. In fact, they often can point to manycommittees and teams that drained their time and energy to little avail.

Despite all this, the fact remains that no organization can be truly effective if everyoneworks in isolation. And it is a simple truth that there is no way for schools to play their rolein addressing barriers to student learning and enhancing healthy development if a criticalmass of stakeholders do not work together towards a shared vision. There are policies toadvocate for, decisions to make, problems to solve, and interventions to plan, implement.and evaluate.

Obviously, true collaboration involves more than meeting and talking. The point is to worktogether in ways that produce the type of actions that result in effective programs.

The danger in creating new mechanisms is that they can become just another task, anothermeeting -- busy work. Infrastructure must be designed in keeping with the major functionsto be carried out, and all functions must be carried out in the service of a vital vision.Resource-oriented mechanisms are valuable only if they are driven by and help advance animportant vision. Leaders and facilitators must be able to instill that vision in team membersand help them hold on to it even when the initial excitement of "newness" wanes.

In outlining the ongoing functions of mapping, analyzing, and deploying resources, we havealso stressed that, in our work, resource-oriented functions are done in the service ofbuilding, sustaining, and evolving a comprehensive, multifaceted, and cohesive approachto addressing barriers to learning and promoting healthy development. It is that vision thatsustains us and our colleagues.

23

References

Adelman, H.S. (1993). School-linked mental health interventions: Toward mechanisms for service coordination and integration. Journal of Community Psychology, 21, 309-319.

Adelman, H.S. & Taylor, L. (1997). Addressing barriers to learning: Beyond school-linkedservices and full service schools. American Journal of Orthopsychiatry, 67, 408-421.

Adelman, H.S. & Taylor, L. (1998). Involving teachers in collaborative efforts to betteraddress barriers to student learning. Journal of Preventing School Failure, 42, 55-60.

Adelman, H.S. & Taylor, L. (2002). So you want higher achievement scores? It's time torethink learning supports. The State Education Standard. National Association of StateBoards of Education, Alexandria, VA.

Adelman, H.S., & Taylor, L. (2006). The implementation guide to student learningsupports in the classroom and schoolwide: New directions for addressing barriers tolearning. Thousand Oaks, CA: Corwin Press.

Adelman, H.S., & Taylor, L. (2006). The school leader’s guide to student learningsupports: New directions for addressing barriers to learning. Thousand Oaks, CA:Corwin Press.

Adelman, H.S., & Taylor, L. (2006). Mapping a school’s resources to improve their use inpreventing and ameliorating problems. In C. Franklin, M. B. Harris, & P. Allen-Mears(Eds.), School social work and mental health workers training and resource manual. NewYork: Oxford University Press.

Adelman, H.S., & Taylor, L. (in press). Best practices in the use of resource teams toenhance learning supports. In A. Thomas & J,. Grimes (Eds), Best practices in schoolpsychology – V. National Association of School Psychologists.

Adler, L., & Gardner, S. (Eds.) (1994). The politics of linking schools and social services.DC: Falmer.

Center for Mental Health in Schools. (1999 a).Expanding Educational Reform to AddressBarriers to Learning: Restructuring Student Support Services and Enhancing School-Community Partnerships. Los Angeles: Author at UCLA.

Center for Mental Health in Schools. (1999 b). Policymakers'guide to restructuring studentsupport resources to address barriers to learning. Los Angeles: Author at UCLA.

Center for Mental Health in Schools (2000). Pioneer Initiatives to Reform EducationSupport Programs. Los Angeles: Author at UCLA.

Center for Mental Health in Schools (2001). Organization Facilitators: A Change Agent for Systemic School and Community Changes. Los Angeles: Author at UCLA.Center for Mental Health in Schools (2005). Another Initiative? Where Does it Fit? A

Unifying Framework and an Integrated Infrastructure for Schools to Address Barriersto Learning and Promote Healthy Development. Los Angeles: Author at UCLA.

Center for Mental Health in Schools (2007). Toward a School District Infrastructure thatMore Effectively Addresses Barriers to Learning and Teaching . Los Angeles: Author atUCLA.

Lim, C., & Adelman, H.S. (1997). Establishing school-based collaborative teams to coordinate resources: A case study. Social Work in Education, 19, 266-277.Rosenblum, L., DiCecco, M.B., Taylor, L., & Adelman, H.S. (1995). Upgrading school

support programs through collaboration: Resource Coordinating Teams. Social Work inEducation, 17, 117-124.

Taylor, L., Nelson, P., & Adelman, H.S. (1999). Scaling-Up Reforms Across a SchoolDistrict. Reading & Writing Quarterly, 15, 303-326.

24

http://smhp.psych.ucla.edu/pdfdocs/resource coord team.pdf

INFORMATION RESOURCE

WHAT IS A LEARNING SUPPORTS RESOURCE TEAM?Every school that wants to improve its systems forproviding student support needs a mechanism that focusesspecifically on improving resource use and enhancement.A Learning Support Resource Team (previously called aResource Coordinating Team) is a vital form of such amechanism.

Most schools have teams that focus on individualstudent/family problems (e.g., a student support team, anIEP team). These teams focus on such functions as referral,triage, and care monitoring or management. In contrast tothis case-by-case focus, a school’s Learning SupportResource Team can take responsibility for enhancing useof all resources available to the school for addressingbarriers to student learning and promoting healthydevelopment. This includes analyzing how existingresources are deployed and clarifying how they can beused to build a comprehensive, multifaceted, and cohesiveapproach. It also integrally involves the community witha view to integrating human and financial resources frompublic and private sectors to ensure that all students havean equal opportunity to succeed at school.

What are its functions?

A Resource Coordinating Team performs essentialfunctions related to the implementation and ongoingdevelopment of a comprehensive, multifaceted, andcohesive approach for addressing barriers to studentlearning and promoting healthy development.

Examples of key tasks are:

♦ Aggregating data across students and from teachers to analyze school needs

♦ Mapping resources at school and in thecommunity

♦ Analyzing resources♦ Identifying the most pressing program

development needs at the school♦ Coordinating and integrating school resources &

connecting with community resources♦ Establishing priorities for strengthening programs

and developing new ones♦ Planning and facilitating ways to strengthen and

develop new programs and systems♦ Recommending how resources should be deployed

and redeployed ♦ Developing strategies for enhancing resources♦ “Social marketing”

Related to the concept of an Enabling (Learning Support)Component, these functions are pursued withinframeworks that outline six curriculum content areas and

the comprehensive continuum of interventions needed todevelop a comprehensive, multifaceted approach tostudent support that is integrated fully into the fabric ofthe school.

Who’s on Such a Team?

A Learning Support Resource Team might begin withonly two people. Where feasible, it should expand into aninclusive group of informed stakeholders who are ableand willing. This would include the following:

• Principal or assistant principal• School Psychologist• Counselor• School Nurse• School Social Worker• Behavioral Specialist• Special education teacher• Representatives of community agencies involved

regularly with the school• Student representation (when appropriate and

feasible)• Others who have a particular interest and ability

to help with the functions

It is important to integrate this team with theinfrastructure mechanisms at the school focused oninstruction and management/governance. For example,the school administrator on the team must represent theteam at administrative meetings; there also should be arepresentative at governance meetings; and anothershould represent the team at a Learning Support ResourceCouncil formed for a family of schools (e.g., the feederpattern).

References:

Adelman, H.S. (1993). School-linked mental healthinterventions: Toward mechanisms for servicecoordination and integration. Journal of CommunityPsychology, 21, 309-319.

Center for Mental Health in Schools (2001).Resource-Oriented Teams: Key InfrastructureMechanisms for Enhancing Education Supports. LosAngeles: Author at UCLA.

Center for Mental Health in Schools (2002). Creating theInfrastructure for an Enabling (Learning Support)Component to Address Barriers to Student Learning.Los Angeles: Author at UCLA.

Rosenblum, L., DiCecco, M.B., Taylor, L., & Adelman,H.S. (1995). Upgrading school support programsthrough collaboration: Resource CoordinatingTeams. Social Work in Education, 17, 117-124.

The center is co-directed by Howard Adelman and Linda Taylor and operates under the auspices of the School Mental HealthProject, Dept. of Psychology, UCLA, Los Angeles, CA 90095-1563 Phone: (310) 825-3634. Support comes in part fromthe U.S. Department of Health and Human Services, Public Health Service, Health Resources and Services Administration,Maternal and Child Health Bureau, Office of Adolescent Health.

A-1

Appendix A

Resource Aids for Developing ResourceTeams/Councils

• Checklist for Establishing School-Site Teams

• Examples of Initial and Ongoing Tasks forTeam/Council

• Planning and Facilitating Effective Meetings

A-2

Checklist for Establishing School-Site Teams

1. ___ Job descriptions/evaluations reflect a policy for working in a coordinated and increasinglyintegrated way to maximize resource use and enhance effectiveness (this includes allocationof time and resources so that team members can build capacity and work effectively togetherto maximize resource coordination and enhancement).

2. ___ Every interested staff member is encouraged to participate.

3. ___ Team include key stakeholders (e.g., guidance counselors, school psychologists, nurses,social workers, attendance and dropout counselors, health educators, special education staff,after school program staff, bilingual and Title I program coordinators, health educators, safeand drug free school staff, representatives of any community agency significantly involvedwith the site, administrator, regular classroom teachers, non-certificated staff, parents, olderstudents).

4. ___ The size of teams reflects current needs, interests, and factors associated with efficient andeffective functioning. (The larger the group, the harder it is to find a meeting time and thelonger each meeting tends to run. Frequency of meetings depends on the group's functions,time availability, and ambitions. Properly designed and trained teams can accomplish a greatdeal through informal communication and short meetings).

5. ___ There is a core of team members who have or will acquire the ability to carry out identifiedfunctions and make the mechanism work (others are auxiliary members). All are committedto the team's mission. (Building team commitment and competence should be a major focusof school management policies and programs. Because various teams at a school require theexpertise of the same personnel, some individuals will necessarily be on more than one team.)

6. ___ Team has a dedicated leader/facilitator who is able to keep the group task-focused andproductive

7. ___ Team has someone who records decisions and plans and reminds members of plannedactivity and products.

8. ___ Team uses advanced technology (management systems, electronic bulletin boards and E-mail,resource clearinghouses) to facilitate communication, networking, program planning andimplementation, linking activity, and a variety of budgeting, scheduling, and othermanagement concerns.

A-3

General Meeting format

• Updating on and introduction of membership

• Reports from those who had between meeting assignments

• Current topic for discussion and planning

• Decision regarding between meeting assignments

• Ideas for next agenda

Exhibit

Examples of Initial and Ongoing Tasks for Team/Council

• Orientation for representatives to introduce each to the other and providefurther clarity of group’s purposes and processes

• Review membership to determine if any major stakeholder is notrepresented; take steps to assure proper representation

• Share and map information regarding what exists (programs, services,systems for triage, referral, case management, etc. – at a site; at each site;in the district and community)

• Analyze information on resources to identify important needs at specificsites and for the complex/family of schools as a whole

• Establish priorities for efforts to enhance resources and systems

• Formulate plans for pursuing priorities

• Each site discusses need for coordinating crisis response across thecomplex and for sharing complex resources for site specific crises andthen explores conclusions and plans at Council meeting

• Discussion of staff (and other stakeholder) development activity with aview to combining certain training across sites

• Discussion of quality improvement and longer-term planning (e.g.,efficacy, pooling of resources)

A-4

Planning and Facilitating Effective Meetings

Forming a Working Group

• There should be a clear statement about the group's mission.• Be certain that members agree to pursue the stated mission and, for the most part, share a

vision. • Pick someone who the group will respect and who either already has good facilitation skills

or will commit to learning those that are needed.• Provide training for members so they understand their role in keeping a meeting on track and

turning talk into effective action..• Designate processes (a) for sending members information before a meeting regarding what is

to be accomplished, specific agenda items, and individual assignments and (b) formaintaining and circulating record of decisions and planned actions (what, who, when).

Meeting Format

• Be certain there is a written agenda and that it clearly states the purpose of the meeting, specifictopics, and desired outcomes for the session.

• Begin the meeting by reviewing purpose, topics, desired outcomes, eta. Until the group isfunctioning well, it may be necessary to review meeting ground rules.

• Facilitate the involvement of all members, and do so in ways that encourage them to focusspecifically on the task. The facilitator remains neutral in discussion of issues.

• Try to maintain a comfortable pace (neither too rushed, nor too slow; try to start on time and endon time but don't be a slave to the clock).

• Periodically review what has been accomplished and move on the next item.• Leave time to sum up and celebrate accomplishment of outcomes and end by enumerating

specific follow up activity (what, who, when). End with a plan for the next meeting (date, time,tentative agenda). For a series of meetings, set the dates well in advance so members can plantheir calendars.

Some Group Dynamics to Anticipate

• Hidden Agendas – All members should agree to help keep hidden agendas in check and, whensuch items cannot be avoided, facilitate the rapid presentation of a point and indicate where theconcern needs to be redirected.

• A Need for Validation – When members make the same point over and over, it usually indicatesthey feel an important point is not being validated. To counter such disruptive repetition, accountfor the item in a visible way so that members feel their contributions have been acknowledged.When the item warrants discussion at a later time, assign it to a future agenda.

• Members are at an Impasse – Two major reasons groups get stuck are: (a) some new ideas areneeded to "get out of a box" and (b) differences in perspective need to be aired and resolved. Theformer problem usually can be dealt with through brainstorming or by bringing in someone withnew ideas to offer; to deal with conflicts that arise over process, content, and power relationshipsemploy problem solving and conflict management strategies (e.g., accommodation, negotiation,mediation).

• Interpersonal Conflict and Inappropriate Competition – These problems may be corrected byrepeatedly bringing the focus back to the goal – improving outcomes for students/families; whenthis doesn't work; restructuring group membership may be necessary.

• Ain't It Awful! – Daily frustrations experienced by staff often lead them to turn meetings intogripe sessions. Outside team members (parents, agency staff, business and/or university partners)can influence school staff to exhibit their best behavior.

B-1

Appendix B

Resource Aids and Other Relevant References for Mapping

• Mapping of Resource Staff

• Mapping of Activities Using an EnablingComponent Framework

• Mapping Community Resources

• Other Relevant Resources for Mapping

• Beyond Resource Mapping

B-2

Resource Mapping and Management to Address Barriers to Learning:

An Intervention for Systemic Change

Overview

In their effort to raise test scores, school leaders usually have pursuedintensive instruction as the primary route. While improved instruction isnecessary, for too many youngsters it is not sufficient. Students who arrive atschool on any given day lacking motivational readiness and/or certain abilitiesneed something more. That something more involves developingcomprehensive, multifaceted, and integrated approaches to address barriersto student learning and promote healthy development.

Schools already have a variety of programs and services to address barriersand promote development. These range from Title I programs, through extrahelp for low performing students, to accommodations for special educationstudents. In some places, the personnel and programs to support learningaccount for about 30% of the resources at a school. However, because schoolleaders have been so focused on instruction, essential efforts to supportlearning are marginalized, and resources are deployed in a fragmented andoften wasteful and ineffective manner. The result of the marginalization is thatschool improvement efforts continue to pay little attention to the need for andpotential impact of rethinking how these resources can be used to enablestudent learning by doing more to address barriers.

How can a school improve its impact in addressing barriers to studentlearning?

It can begin by (a) taking stock of the resources already being expended and(b) considering how these valuable resources can be used to the greatesteffect. These matters involve a variety of functions and tasks we encompasshere under the rubric of mapping and managing resources.

Carrying out the functions and tasks related to mapping and managingresources is, in effect, an intervention for systemic change. For example:

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• A focus on these matters highlights the reality thatthe school’s current infrastructure probably requiressome revamping to ensure the necessary functionsare carried out (e.g., a resource-oriented mechanismfocusing on resources is needed).

• By identifying and analyzing existing resources (e.g.,personnel, programs, services, facilities, budgeteddollars, social capital), awareness is heightened oftheir value and potential for playing a major role inhelping students engage and re-engage in learningat school.

• Analyses also lead to sophisticatedrecommendations for deploying and redeployingresources to improve programs, enhance cost-effectiveness, and fill programmatic gaps in keepingwith well-conceived priorities.

• The products of mapping activities can be invaluablefor “social marketing” efforts designed to showteachers, parents, and other communitystakeholders all that the school is doing to addressbarriers to learning and promote healthydevelopment.

Enhanced appreciation of the importance of resource mapping andmanagement may lead to a desire to accomplish the work quickly. Generallyspeaking, it is not feasible to do so because mapping usually is best done instages and requires constant updating. Thus, most schools will find itconvenient to do the easiest forms of mapping first and, then, build thecapacity to do in-depth mapping over a period of months. Similarly, initialanalyses and management of resources will focus mostly on enhancingunderstanding of what exists and coordination of resource use. Over time, thefocus is on spread-sheet type analyses, priority recommendations, andbraiding resources to enhance cost-effectiveness, and fill programmatic gaps.

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About Resource Mapping and Management

A. Why mapping resources is so important.

• To function well, every system has to fully understand and manage itsresources. Mapping is a first step toward enhancing essential understanding,and done properly, it is a major intervention in the process of moving forwardwith enhancing systemic effectiveness.

B. Why mapping both school and community resources is so important.

• Schools and communities share > goals and problems with respect to children, youth, and families > the need to develop cost-effective systems, programs, and services to meet the

goals and address the problems.> accountability pressures related to improving outcomes> the opportunity to improve effectiveness by coordinating and eventually

integrating resources to develop a full continuum of systemic interventions

C. What are resources?

• Programs, services, real estate, equipment, money, social capital, leadership,infrastructure mechanisms, and more

D. What do we mean by mapping and who does it?

• A representative group of informed stakeholder is asked to undertake the processof identifying > what currently is available to achieve goals and address problems> what else is needed to achieve goals and address problems

E. What does this process lead to?

• Analyses to clarify gaps and recommend priorities for filling gaps related toprograms and services and deploying, redeploying, and enhancing resources

• Identifying needs for making infrastructure and systemic improvements andchanges

• Clarifying opportunities for achieving important functions by forming and enhancingcollaborative arrangements

• Social Marketing

F. How to do resource mapping

• Do it in stages (start simple and build over time)> a first step is to clarify people/agencies who carry out relevant roles/functions> next clarify specific programs, activities, services (including info on how many

students/families can be accommodated)> identify the dollars and other related resources (e.g., facilities, equipment) that

are being expended from various sources> collate the various policies that are relevant to the endeavor

• At each stage, establish a computer file and in the later stages create spreadsheetformats

• Use available tools (see examples in this packet)

G. Use benchmarks to guide progress related to resource mapping

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Mapping of Resource Staff

The following templates can be used as aids in generating a list of the special resource personnelat a site and throughout a feeder pattern (or “family”) of schools.

Note the following:

In listing “itinerant” resources (e.g., staff who go to different schools on different days),information should be included that indicates the days and hours the individual is at theschool.

The individuals listed for a school are a logical group to build a resource-oriented teamaround. Then, when a multi-site council is formed, 1-2 representatives of each school'steam can be the core around which the council is built.

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Resource Coordination (names & schedules provided so staff, students, and families can access)

Some of the Special Resources Available at ____________ School

In a sense, each staff member is a special resource for each other. A few individuals are highlightedhere to underscore some special functions.

Administrator for Learning Supports_______________________________

School Psychologist ____________________ times at the school _______________

• Provides assessment and testing of students forspecial services. Counseling for students andparents. Support services for teachers.Prevention, crisis, conflict resolution, programmodification for special learning and/orbehavioral needs.

School Nurse ____________________________ times at the school________________

• Provides immunizations, follow-up,communicable disease control, vision andhearing screening and follow-up, healthassessments and referrals, health counselingand information for students and families.

Pupil Services & Attendance Counselor _________________________________ times at the school ________________

• Provides a liaison between school and home tomaximize school attendance, transitioncounseling for returnees, enhancing attendanceimprovement activities.

Social Worker ___________________________ times at the school _______________

• Assists in identifying at-risk students andprovides follow-up counseling for students andparents. Refers families for additional servicesif needed.

Counselors times at the school __________________ ____________ __________________ ____________

• General and special counseling/guidanceservices. Consultation with parents and schoolstaff.

Dropout Prevention Program Coordination __________________________________

times at the school _____________

• Coordinates activity designed to promotedropout prevention.

Title I and Bilingual Coordinators __________________________________ __________________________________

• Coordinates categorical programs, providesservices to identified Title I students,implements Bilingual Master Plan (supervisingthe curriculum, testing, and so forth)

Resource and Special Education Teachers ____________________________________ ____________________________________ ____________________________________ times at the school __________________

• Provides information on program modificationsfor students in regular classrooms as well asproviding services for special education.

Other important resources:

School-based Crisis Team (list by name/title) ________________/___________________

________________/___________________________________/___________________________________/___________________________________/___________________

School Improvement Program Planners ________________/___________________

________________/___________________________________/___________________

Community Resources

• Providing school-linked or school-basedinterventions and resources

Who What they do When

__________/__________________/________ __________/__________________/________ __________/__________________/________ __________/__________________/________ __________/__________________/________ __________/__________________/________

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Mapping the Resource Staff in a Family of Schools (e.g., the feeder pattern)Enter the Name of Each School

Type of Resource Staff (under schoolname, entereach personby name)

School Psychologist

SchoolCounselor(s)

School Nurse

Attendance Counselor

Social Worker

Dropout Prevention Coordinator

Title I Coordinator

Bilingual Coordinator

Resource Teacher

Speech & Language Specialist

Enter allother schoolresource staff

Enter allresource staffwho come tothe schoolfrom thecommunity

B-8

A School Improvement Tool for Moving toward a Comprehensive

System of Learning Supports

Mapping & Analyzing Learning Supportshttp://smhp.psych.ucla.edu/summit2002/tool%20mapping%20current%20status.pdf

The matrix on the following page provides a graphic organizer for reviewingschool improvement plans and implementation to identify how well theefforts address barriers to learning and teaching – schoolwide and in theclassroom. It can also be used to chart all current activities and resourceuse (e.g., involving school, community, district) as a basis for making statusreports, doing a gap analysis, and setting priorities for moving forward.

Places that have plans to cover a considerable range of the interventionsoutlined by the matrix are considered to be developing a comprehensive asystem of learning supports.

How the matrix has been used for initial mapping and priority setting:

Step 1. Reproduce an enlarged version of the attached matrix so there is room to enter all activity

Step 2. Enter all activity and resources (Note: some will go in more than one cell)

Step 3. Review the examples provided in the attached Exhibit and add anything that was forgotten.

Step 4. Identify which cells are well covered with effective interventions and which have only weak interventions or none at all

Step 5. Identify what needs to be done as the highest priorities to strengthen efforts to develop a comprehensive system of learning supports to address barriers to learning and teaching – schoolwide and in the classroom

Step 6. Revise school improvement plans in keeping with the mapping and analysis

Developed by the Center for Mental Health in Schools, Dept. of Psychology, UCLA, Los Angeles, CA 90095-1563.Phone: (310)825-3634. Email smhp@ucla.edu

Support comes in part from the U.S. Department of Health and Human Services, Public Health Service, Health Resources and Services Administration, Maternal and Child Health Bureau, Office of Adol. Health.

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Matrix for reviewing scope and content of a component to address barriers to learning.

Scope of Intervention Systems for Promoting Systems for Systems of Care Healthy Development & Early Intervention

Preventing Problems (Early after problem onset)

Classroom-FocusedEnabling

Crisis/Organizing Emergencyaround the Assistance &

Prevention Content/ “curriculum”

Support for(an enabling transitions or learning supports Home component Involvement for addressing in Schooling barriers to learning & Community promoting Outreach/ healthy Volunteers development)

Student andFamilyAssistance

Accommodations for differences & disabilities Specialized assistance & other intensified interventions

(e.g., Special Education & School-Based Behavioral Health) *Embedded into the above content arenas are specific school-wide and classroom-based activities related to such concepts as social-emotionallearning and initiatives such as positive behavior support, response to intervention, and CDC’s Coordinated School Health Program.

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Exhibit

“Content” Areas for a Component to Address Barriers to Learning

(1) Classroom-Based Approaches encompass

• Opening the classroom door to bring available supports in (e.g., peer tutors, volunteers,aids trained to work with students-in-need; resource teachers and student support staffwork in the classroom as part of the teaching team)

• Redesigning classroom approaches to enhance teacher capability to prevent and handleproblems and reduce need for out of class referrals (e.g. personalized instruction; specialassistance as necessary; developing small group and independent learning options;reducing negative interactions and over-reliance on social control; expanding the range ofcurricular and instructional options and choices; systematic use of prereferralinterventions)

• Enhancing and personalizing professional development (e.g., creating a LearningCommunity for teachers; ensuring opportunities to learn through co-teaching, teamteaching, and mentoring; teaching intrinsic motivation concepts and their application toschooling)

• Curricular enrichment and adjunct programs (e.g., varied enrichment activities that arenot tied to reinforcement schedules; visiting scholars from the community)

• Classroom and school-wide approaches used to create and maintain a caring andsupportive climate

Emphasis at all times is on enhancing feelings of competence, self-determination, andrelatedness to others at school and reducing threats to such feelings.

(2) Crisis Assistance and Prevention encompasses

• Ensuring immediate assistance in emergencies so students can resume learning• Providing Follow up care as necessary (e.g., brief and longer-term monitoring)• Forming a school-focused Crisis Team to formulate a response plan and take leadership for

developing prevention programs • Mobilizing staff, students, and families to anticipate response plans and recovery efforts• Creating a caring and safe learning environment (e.g., developing systems to promote healthy

development and prevent problems; bullying and harassment abatement programs)• Working with neighborhood schools and community to integrate planning for response and

prevention• Capacity building to enhance crisis response and prevention (e.g., staff and stakeholder

development, enhancing a caring and safe learning environment)

(3) Support for Transitions encompasses • Welcoming & social support programs for newcomers (e.g., welcoming signs, materials, and

initial receptions; peer buddy programs for students, families, staff, volunteers) • Daily transition programs for (e.g., before school, breaks, lunch, afterschool) • Articulation programs (e.g., grade to grade – new classrooms, new teachers; elementary to middle

school; middle to high school; in and out of special education programs)• Summer or intersession programs (e.g., catch-up, recreation, and enrichment programs)• School-to-career/higher education (e.g., counseling, pathway, and mentor programs; Broad

involvement of stakeholders in planning for transitions; students, staff, home, police, faith groups,recreation, business, higher education)

• Broad involvement of stakeholders in planning for transitions (e.g., students, staff, home, police,faith groups, recreation, business, higher education)

• Capacity building to enhance transition programs and activities

(cont.)

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Exhibit (cont.) “Content” Areas for a Component to Address Barriers to Learning

(4) Home Involvement in Schooling encompasses

• Addressing specific support and learning needs of family (e.g., support services for those in thehome to assist in addressing basic survival needs and obligations to the children; adult educationclasses to enhance literacy, job skills, English-as-a-second language, citizenship preparation)

• Improving mechanisms for communication and connecting school and home (e.g., opportunitiesat school for family networking and mutual support, learning, recreation, enrichment, and forfamily members to receive special assistance and to volunteer to help; phone calls and/or e-mailfrom teacher and other staff with good news; frequent and balanced conferences – student-ledwhen feasible; outreach to attract hard-to-reach families – including student dropouts)

• Involving homes in student decision making (e.g., families prepared for involvement in programplanning and problem-solving)

• Enhancing home support for learning and development (e.g., family literacy; family homeworkprojects; family field trips)

• Recruiting families to strengthen school and community (e.g., volunteers to welcome and supportnew families and help in various capacities; families prepared for involvement in schoolgovernance)

• Capacity building to enhance home involvement

(5) Community Outreach for Involvement and Support encompasses

• Planning and Implementing Outreach to Recruit a Wide Range of Community Resources (e.g.,public and private agencies; colleges and universities; local residents; artists and culturalinstitutions, businesses and professional organizations; service, volunteer, and faith-basedorganizations; community policy and decision makers)

• Systems to Recruit, Screen, Prepare, and Maintain Community Resource Involvement (e.g.,mechanisms to orient and welcome, enhance the volunteer pool, maintain current involvements,enhance a sense of community)

• Reaching out to Students and Families Who Don't Come to School Regularly – Including Truantsand Dropouts

• Connecting School and Community Efforts to Promote Child and Youth Development and aSense of Community

• Capacity Building to Enhance Community Involvement and Support (e.g., policies andmechanisms to enhance and sustain school-community involvement, staff/stakeholderdevelopment on the value of community involvement, “social marketing”)

(6) Student and Family Assistance encompasses

• Providing extra support as soon as a need is recognized and doing so in the least disruptive ways(e.g., prereferral interventions in classrooms; problem solving conferences with parents; openaccess to school, district, and community support programs)

• Timely referral interventions for students & families with problems based on response to extrasupport (e.g., identification/screening processes, assessment, referrals, and follow-up – school-based, school-linked)

• Enhancing access to direct interventions for health, mental health, and economic assistance (e.g.,school-based, school-linked, and community-based programs and services)

• Care monitoring, management, information sharing, and follow-up assessment to coordinateindividual interventions and check whether referrals and services are adequate and effective

• Mechanisms for resource coordination and integration to avoid duplication, fill gaps, garnereconomies of scale, and enhance effectiveness (e.g., braiding resources from school-based andlinked interveners, feeder pattern/family of schools, community-based programs; linking withcommunity providers to fill gaps)

• Enhancing stakeholder awareness of programs and services• Capacity building to enhance student and family assistance systems, programs, and services

B-12

Mapping Community Resources

The following are examples of resources that may be in a community and may be invaluable toany school concerned with improving its outcomes. Partnerships may be established to connect andenhance programs by increasing availability and access and filling gaps. They may involve use ofschool or neighborhood facilities and equipment; sharing other resources; collaborative fund raisingand grant applications; shared underwriting of some activity; donations; volunteer assistance; pro bonoservices, mentoring, and training from professionals and others with special expertise; informationsharing and dissemination; networking; recognition and public relations; mutual support; sharedresponsibility for planning, implementation, and evaluation of programs and services; building andmaintaining infrastructure; expanding opportunities for assistance, community service, internships,jobs, recreation, enrichment; enhancing safety; shared celebrations; building a sense of community.

One of the set of self-study instruments developed by our Center focuses on school-communitypartnerships and provides a template to aid school personnel in identifying the status of current efforts.The instrument is available for downloading from the Center's website (http://smhp.psych.ucla.edu) orin hardcopy from the Center (for the cost of copying and handling).

County Agencies and Bodies (e.g., Depts. of Health, Mental Health, Children & FamilyServices, Public Social Services, Probation, Sheriff,Office of Education, Fire, Service Planning AreaCouncils, Recreation & Parks, Library, courts, housing)

Municipal Agencies and Bodies (e.g., parks & recreation, library, police, fire, courts, civicevent units)

Physical and Mental Health & PsychosocialConcerns Facilities and Groups

(e.g., hospitals, clinics, guidance centers, PlannedParenthood, Aid to Victims, MADD, “Friends of” groups;family crisis and support centers, helplines, hotlines,shelters, mediation and dispute resolution centers)

Mutual Support/Self-Help Groups (e.g., for almost every problem and many other activities)

Child Care/Preschool Centers

Post Secondary Education Institutions/Students (e.g., community colleges, state universities, public andprivate colleges and universities, vocational colleges;specific schools within these such as Schools of Law,Education, Nursing, Dentistry)

Service Agencies (e.g., PTA/PTSA, United Way, clothing and food pantry,Visiting Nurses Association, Cancer Society, CatholicCharities, Red Cross, Salvation Army, volunteer agencies,legal aid society)

Service Clubs and Philanthropic Organizations (e.g., Lions Club, Rotary Club, Optimists, AssistanceLeague, men’s and women’s clubs, League of WomenVoters, veteran’s groups, foundations)

Youth Agencies and Groups (e.g., Boys and Girls Clubs, Y’s, scouts, 4-H, KYDS,

Woodcraft Rangers)

Sports/Health/Fitness/Outdoor Groups (e.g., sports teams, athletic leagues, local gyms,conservation associations, Audubon Society)

Community Based Organizations (e.g., neighborhood and homeowners’ associations,Neighborhood Watch, block clubs, housing projectassociations, economic development groups, civicassociations)

Faith Community Institutions (e.g., congregations and subgroups, clergy associations,

Interfaith Hunger Coalition)

Legal Assistance Groups (e.g., Public Counsel, schools of law)

Ethnic Associations (e.g., Committee for Armenian Students in PublicSchools, Korean Youth Center, United CambodianCommunity, African-American, Latino, Asian-Pacific,Native American Organizations)

Special Interest Associations and Clubs (e.g., Future Scientists and Engineers of America, pet owner and other animal-oriented groups)

Artists and Cultural Institutions (e.g., museums, art galleries, zoo, theater groups, motionpicture studios, TV and radio stations, writers’organizations, instrumental/choral, drawing/painting,technology-based arts, literary clubs, collector’s groups)

Businesses/Corporations/Unions (e.g., neighborhood business associations, chambers ofcommerce, local shops, restaurants, banks, AAA, Teamsters, school unions)

Media (e.g., newspapers, TV & radio, local access cable)

Family Members, Local Residents, Senior Citizens Groups

B-13

Other Relevant Resources for Mapping

You will find a good range of references to mapping (information, tools) in our Technical AidPacket entitled: Resource Mapping and Management to Address Barriers to Learning: AnIntervention for Systemic Change. Online athttp://smhp.psych.ucla.edu/pdfdocs/resourcemapping/resourcemappingandmanagement.pdf

The following is the table of contents for that document:

I. Purpose of Mapping Resources > Overview> About Resource Mapping and Management> The Movement Toward Assets Mapping

II. Processes for Mapping ResourcesA. Mapping in StagesB. Resource Aids for Mapping People & ProgramsC. Mapping Funding SourcesD. Other Relevant Resources

III. Products of MappingA. Examples of ProductsB. Making Products VisibleC. Examples of Community Mapping

IV. Beyond MappingA. Social Marketing as a Spiraling Facet of Program and Systemic ChangeB. Establishing PrioritiesC. Some Next Steps

V. ResourcesA. OnlineB. ReferencesC. CentersD. Links

Appendix: > Examples of Surveys that Aid Mapping

B-14

Beyond Resource Mapping

All school community work can benefit from clear demographic profiles, and from an evaluationperspective, base-level data on factors to be affected by interventions are essential. Thus, in the processof resource mapping, efforts also should be made to map what profiles and data are available.

At the school level, this includes information on such matters as:

• staffing demographics>administrator(s)>teachers>student support service staff>noncertificated staff>teacher-to-student ratios (e.g., at different grade levels, for different subjects)

• demographics related to student enrollment>number enrolled>gender>ethnicity>socio-economic indicators>family indicators (e.g., one parent home, foster parent)>primary language (e.g., of students, parents)

• attendance and mobility concerns>attendance rates>tardies>mobility/transiency>dropout

• academic and socio-emotional functioning>achievement test statistics>school ranking indicators (e.g., district, state)>any positive indicators of social and emotional learning (e.g., related to planned

instruction in these domains)> indicators of behavior problems (e.g., discipline referrals, suspensions, expulsions,

vandalism, graffiti, bullying, pregnancy, drug abuse, physical abuse, sexualharrassment or abuse, arrests, number of students on juvenile probation)

>service referrals and number currently receiving special assistance (including spec. ed)

Also of interest are key school policies and current plans (e.g., in school improvement plan) thataffect efforts to address barriers to learning and promote healthy development.

Notes:

(1) Much of the above data should be available from existing school, school district, and community datasystems. To determine what is and isn’t available, a first step is to turn the above items into a checklistand identify (1) which information is available, (2) where it can be accessed, (3) and the plan forgathering the data (who, when, how).

(2) Efforts to profile a school will identify where the gaps are in the data gathering systems so that stepscan be taken to fill these gaps. Where important data are not available, steps should be taken to establishad hoc systems for gathering essential information.

(3) In the process of profiling the school, it will become clear what demographic and general informationprofiles are available for the District and the community (e.g., district information booklets, communityresource directories, census summaries, chamber of commerce booklets, community report cards, juvenilejustice reports, etc.). These can be collated to provide a context profile for the school.

Appendix C

Thinking About a Five Year Plan

One school recently began working on a 5 year plan fordeveloping its enabling (Learning Supports) component. Thesketch is a bit rough, but it provides a sense of one sitesthinking and could readily be adapted.

C-1

Learning SupportsComponent

Year 1 Year 2 Year 3 year 4 year 5

General ComponentDevelopment

>policy

>use of systemic change facilitator

>infrastructure

*adm. & staff leads *support personnel

*resource coord. team

*feeder pattern Council

>stakeholder involvement

>capacity building

>governance authority prepares written policy

>training of facilitator

>facilitator initiates infrastructure develop. *job descriptions developed & initial training for new roles & functions *team functions defined & team members trained; initial implementation of team *orientation of support staff at feeder schools; discussion of each school developing a coordinating team in preparation of establishing a feeder pattern council

>training re. learningsupport concepts andresources for allconcerned stakeholders

>allocation of appropriate budget, space, equipment, time, etc.

>additional policies as needed; initial draft of guidebooks; strategic plan for sustainability, replication, and scale- up

>additional training as necessary

>monitoring of infrastructure to improve functioning (including additional training for leads, staff, community- based/ linked participants, feeder pattern staff; newcomers training)

*council functions defined & members trained

>in-depth training for subgroups of key stakeholders

>expansion of program activity related to all 6 areas based on identified priorities; allocation of appropriate resources for expansion

>District reviews policies and explores matters related to sustainability, replication and scale- up; draft of guidebook circulated for revision

>additional training & write-up of training process for the guidebook

>ongoing monitoring of infrastructure to improve functioning; revise guidebook discussion of infrastructure based on lessons learned; newcomer training

>in-depth training for subgroups of key stakeholders; revise guidebook related to stakeholder involvement based on lessons learned

>ongoing expansion of program activity related to all 6 areas based on identified priorities; allocation of appropriate resources for expansion; guidebook revisions

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>If approved, full replication in feeder schools

>additional training & revision of guidebook write-up of training process

>ongoing monitoring of infrastructure to improve functioning and revise guidebook; newcomer training

>in-depth training for subgroups of key stakeholders; revise guidebook related to stakeholder involvement based on lessons learned

>ongoing expansion of program activity related to all 6 areas based on identified priorities; allocation of appropriate resources for expansion; guidebook revisions

>ensuringsustainability of whathas been developed and ongoing involvement related to replication and scale-up

>participation in training of other facilitators for replication/scale-up

>ongoing monitoring of infrastructure to improve functioning; use of demonstration for replication/scale- up

>in-depth training for subgroups of key stakeholders; involve key stakeholders in promoting replication/scale-up

>ongoing expansion of program activity related to all 6 areas based on identified priorities; allocation of appropriate resources for expansion; guidebook revision; use of demonstrations for replication/scale-up

Enhancing ClassroomCapacity forAddressing Problems& Promoting HealthyDevelopment

>Identify who will take a lead role in thisarea; >identify rep. for resource coord. team >training of staff to *work together to promote social- emotional develop. *use accommodative strategies, peers, and volunteers to enhance support and address problems >train of support and special education personnel for working directly in classrooms

>analysis of patterns of referrals for special assistance in order to plan targeted approaches for reducing the need for referrals

>continued staff development with respect to engaging students who are not highly motivated and re-engaging students who are manifesting avoidance motivation

>Additional staff training related to deepening understanding of personalizing instruction and offering special assistance in the classroom as needed;

>cross-disciplinary training to enhance staff functioning

>Continued staff development; outreach to feeder schools to enhance their staff development

>Ongoing inservice

>Use of classroom demonstrations in relation to replication and scale-up

IncreasingParent/HomeInvolvement

>Identify who will take a lead role in thisarea; >identify rep. for resource coord. team >training of staff to understand a expanded view of home involvement >Begin Parent Academies & home meetings >Establish process for incorporating family member volunteers at the school

>Expand use of family member volunteers >Update family needs’ assessment as an aid in establishing priorities for expanding programs in this area >Train parents who represent the Learning Supports Component in working with the school’s governance authority >Expand adult educ. opportunities

>Expand and enhance opportunities for families to access adult education, job training (as feasible, at school and in the immediate neighborhood)

>Initiate some career ladders for family members at the school and in the neighborhood

>Continued staff development; outreach to feeder schools to enhance their staff development

>Ongoing inservice

>Use of classroom demonstrations in relation to replication and scale-up

Enhancing Support forTransitions

>Identify who will take a lead role in thisarea; >identify rep. for resource coord. team >Develop welcoming and social support progs. for newcomers – students, families, and staff >Develop articulation programs (into kinder.; grade-to-grade; from elementary to middle) >Develop after-school and intersession progs. >Training of staff related to the above

>Work with Feeder Pattern Council to enhance articulation programs (including welcoming and social support)

>Expand school-to- higher educ./career programs

>Develop before school program to provide recreation and enrichment and minimize tardiness >Expand after-school and intersession programs >Ongoing staff devel.

>Analyze mobility and dropout patterns for family of schools and develop programs to target system weaknesses and vulnerable students >Develop recess and lunch programs for recreation, enrich., & to minimize negative student interactions >Develop Community Service and job opportunities >Enhance mentoring through increasing links with business and higher educ. settings >Ongoing staff devel.

>Enhance transition programs for movement back and forth from special education

>Continued staff development; outreach to feeder schools to enhance their staff development

C-3

>Ongoing inservice

>Use of classroom demonstrations in relation to replication and scale-up

Expanding CrisisResponse andPrevention

>Identify who will take a lead role in thisarea; >identify rep. for resource coord. team >upgrade crisis team >review and improve safe school plan and crisis response plan >training of staff for *crisis response *crisis aftermath supp *crisis prevention

>Connect with feeder pattern schools to coordinate crisis training and response

>Establish access to emergency assistance

>With community stakeholders, analyze neighborhood and school safety and develop safe passages procedures and a safe neighborhood plan

>Expand feeder pattern crisis prevention program (e.g., to address stakeholder involvement in preventing, bullying, abuse, suicide)

>Continued staff development

>Ongoing inservice

>Use of classroom demonstrations in relation to replication and scale-up

Enhancing SpecialAssistance for Studentsand Families

>Identify who will take a lead role in this area >identify rep. for resource coord. team >review and improve systems for special assistance to minimize referrals, triage, care and resource management, referrals >map and communicate to all stakeholders info on all services at the school and in the community >integrate representatives of all community providers who work at or with the school >coordinate with feeder schools to integrate responses to families >training of staff related to the above

>Analyze referrals for special assistance to identify priorities for developing prevention and early-after-onset programs >Based on the analysis of needs and resource assessments, identify major gaps in special assistance, set priorities, and work with stakeholders to outreach to District, feeder schools, public and private agencies, higher education, etc. to fill gaps >Develop mutual support groups and outreach strategies that will appeal to family members not easily involved at school

>ongoing staff development

>Continue to work with stakeholders to outreach to the District, feeder schools, public and private agencies, higher education, etc. to fill gaps

>Weaving together all available resources, expand hours for providing special assistance to students and families (after school, evenings, weekends)

>Explore idea of a Family Resource Center for the feeder pattern

>ongoing staff development

>Enhance special education programs and their coordination and work with general education to enhance successful inclusion

>Continued staff development; outreach to feeder schools to enhance their staff development

>Ongoing inservice >Use of classroom demonstrations in relation to replication and scale-up

EnhancingInvolvement andLinkage with theCommunity

>Identify who will take a lead role in this area >identify rep. for resource coord. team >map & communicate info on all community resources >Expand outreach programs to enhance involvement & linkage w/ community >training of staff & community stakeholders

>Enhance breadth of involvements, work on reducing inappropriate redundancies by enhancing collaboration >Identify areas in which neighborhood resources can strengthen the school and the school can strengthen the neighborhood>ongoing training

>Formalizepartnerships withcommunity resourcesand clarify their rolesin governance>Focus on expandingopportunities for careerand economicdevelopment offamilies>ongoing training forstaff and communitystakeholders

C-4

>Continued staff development; outreach to feeder schools to enhance their staff development

>Ongoing inservice >Use of classroom demonstrations in relation to replication and scale-up