We just missed the school bus. \ Don’t worry. I heard the principal say

105
UCLA Leadership Institute Addressing Barriers to Learning & Teaching and Re-engaging Disconnected Students

description

Leadership Institute Addressing Barriers to Learning & Teaching and Re-engaging Disconnected Students. We just missed the school bus. \ Don’t worry. I heard the principal say \ no child will be left behind. /. - PowerPoint PPT Presentation

Transcript of We just missed the school bus. \ Don’t worry. I heard the principal say

Page 1: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Leadership Institute

Addressing Barriers to Learning & Teaching and Re-engaging

Disconnected Students

Page 2: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

We just missed the school bus. \ Don’t worry. I heard the principal say

\ no child will be left behind. /

Page 3: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

In the accompanying handouts we have included more than we cover in the power point slides. Our hope is that you will look the handouts over when you have time.

Feel free to use any handout as is or by adapting them.

Page 4: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Topics to be Covered

I. Why is a System of Learning Supports Imperative

for School Improvement?

II. What is a System of Learning Supports?

Rethinking Intervention

III. What is a System of Learning Supports? (cont.)

Reworking Infrastructure

Page 5: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Topics

IV. Intrinsic Motivation: Engaging and Re-engaging

Students, Families, & Staff

V. What’s involved in Getting From Here to There

VI. Planning Next Steps

Page 6: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

I. Why is a System of

Learning Supports Imperative for

School Improvement?

Page 7: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

<><><><><><><><><>

The current focus of school

improvement policy and practice

is too limited to ensure that all

students have an equal

opportunity to succeed at school.

<><><><><><><><><>

Page 8: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

The limited focus contributes to:

– High Student Dropout Rates

Page 9: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

The limited focus contributes to:

– High Student Dropout Rates

– High Teacher Dropout Rates

Page 10: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

The limited focus contributes to:

– High Student Dropout Rates

– High Teacher Dropout Rates

– Continuing Achievement Gap

Page 11: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

The limited focus contributes to:

– High Student Dropout Rates

– High Teacher Dropout Rates

– Continuing Achievement Gap

– So Many Schools Designated as Low Performing

Page 12: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

The limited focus contributes to:

– High Student Dropout Rates

– High Teacher Dropout Rates

– Continuing Achievement Gap

– So Many Schools Designated as Low Performing

– High Stakes Testing Taking its Toll on Students

Page 13: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

The limited focus contributes to:

– High Student Dropout Rates

– High Teacher Dropout Rates

– Continuing Achievement Gap

– So Many Schools Designated as Low Performing

– High Stakes Testing Taking its Toll on Students

– Plateau Effect

Page 14: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Some of the data:

The dropout rate for our nation remains unacceptably high. In 2006, the Education Trust reported that nearly 25 percent of the ninth grade population will not end up graduating from high school.

Page 15: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Some of the data:

Take reading levels as an example.

Despite reports of small recent gains, most American students, across grade levels, are reading at the most basic levels and “only about 30 percent of high school students read proficiently and more than a quarter read below grade level.”

Page 16: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Data from the National Assessment of Education Progress (NAEP) clearly shows the plateau effect

related to academic achievement.

Page 17: We just missed the school bus.            \       Don’t worry. I heard the principal say

17

Page 18: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Three Lenses for Viewing

School Improvement Efforts

Page 19: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Lens #1 = All Students

Not some --

ALL youngsters

are to have an equal

opportunity to succeed at school

Page 20: We just missed the school bus.            \       Don’t worry. I heard the principal say

20

Lens #1 = ALL Students

Range of Learners

Motivationally ready and able

Not verymotivated/lackingprerequisite

skills/different rates& styles/minorvulnerabilities

Avoidant/ very deficient in capabilities

Page 21: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Lens #2 = Barriers to Learning and School Improvement

Range of Learners

I = Motivationally ready and able

Not verymotivated/lackingprerequisite

II = skills/different rates& styles/minorvulnerabilities

III = Avoidant/very deficientin capabilities

No barriers

BarriersTo

Learning,Developmen

t, Teaching

InstructionalComponent

ClassroomTeaching

+Enrichment

Activity

DesiredOutcomes

(High Expectations& Accountability)

(High Standards)

Page 22: We just missed the school bus.            \       Don’t worry. I heard the principal say

22

For most students, it’s more about Environmental Conditions

Neighborhood Family School and Peers

than about Individual deficits

And, of course, a holistic approach emphasizes

>Protective Buffers (strengths, resiliency)

>Promoting Full Development

Appreciating the Full Range ofBarriers to Learning and School Improvement –

Page 23: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Examples of Environmental Conditions

• extreme economic deprivation

• community disorganization, including high levels of mobility

• violence, drugs, etc.

• minority and/or immigrant status

Page 24: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Examples of Family Conditions

• chronic poverty

• conflict/disruptions/violence

• substance abuse

• models problem behavior

• abusive caretaking

• inadequate provision for quality child care

Page 25: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Examples of School & Peer Conditions

• poor quality school

• negative encounters with teachers

• negative encounters with peers

• inappropriate peer models

Page 26: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Examples of Individual Conditions

• medical problems

• low birth weight/neurodevelopmental delay

• psychophysiological problems

• difficult temperament & adjustment problems

• inadequate nutrition

Page 27: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Caution: Don’t let anyonemisinterpret the term

>Barriers to learning It encompasses much more than a

deficit model of students.

Page 28: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

And, it is part of a holistic approach that emphasizes the importance of

>Protective Buffers

(e.g., strengths, assets, resiliency, accommodations)

&

>Promoting Full Development

Page 29: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Lens # 3 = Engagement & Disengagement

Source of Motivation

Extrinsics Intrinsics Intrinsics/ Extrinsics

Engagement

InterventionConcerns

Disengagement(psychological

reactance)

Avoiding Over-reliance on Extrinsics,

Maximizing Intrinsic Motivation,

Minimizing Behavioral Control Strategies

Page 30: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Engaging & Re-engaging Students in Classroom Learning

It’s time to pay greater attention to how schools

>maximize Intrinsic Motivation

>minimize Behavior Control Strategies

>re-engage Disconnected Students

>sustain Teacher Motivation

Page 31: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Motivation,

and especially Intrinsic Motivation

are fundamental intervention

concerns related to student

(and staff) problems

Page 32: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

• First Concern – Enhancing understanding of intrinsic motivation as related to academic achievement and the achievement gap

• Second Concern – Reducing overemphasis on behavior/social control & enhancing appreciation of the impact of psychological reactance

• Third Concern – Re-engaging students who have become actively disengaged from classroom instruction

• Fourth Concern – Teacher motivation

Page 33: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

<><><><><><><><><><><>

From the perspective provided by these three lenses, schools need to revisit their school improvement plans with an eye to what’s missing.

<><><><><><><><><><><>

Page 34: We just missed the school bus.            \       Don’t worry. I heard the principal say

Brief Activity

• Think about how your school improvement plan addresses students who do not come to school motivated and ready to learn.

• Using the three lenses, jot down what’s being done to:

(1) Address barriers to learning

(2) Re-engage disconnected students

34

Page 35: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

I. Why is a System of Learning Supports

Imperative for School Improvement? (cont.)

School Improvement Planning:

What’s Being Done &

What’s Missing?

Page 36: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

What we see around the country

Talk about fragmented!!!

Psychological Testing

Violence & Crime

Prevention

Special Education

After-School Programs

HIV/Aids PreventionPupil Services

District

Juvenile Court Services

Community-Based Organizations

Mental Health Services Social

Services

HIV/AIDS Services Child

Protective Services

Pregnancy Prevention

Counseling

Codes of Discipline

Physical Education

HealthEducation

Clinic

Health Services

Nutrition Education

School Lunch Program

Drug Prevention

Drug Services

Smoking Cessation For Staff

Page 37: We just missed the school bus.            \       Don’t worry. I heard the principal say

37

Why the fragmentation?

Current situation at all levels in the educational systemwith respect to student/learning supports is that the efforts are

Marginalized in school improvementpolicy and practice

Fragmentation is one result and isn’t solved by focusing solely on improving coordination

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

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

Page 38: We just missed the school bus.            \       Don’t worry. I heard the principal say

38

Why the Marginalization?

How school improvement planning addresses barriersto learning and teaching

Direct Facilitation of Learning & Development

Instructional / Developmental Component

Management Component

Governance and Resource Management

Safe schools &

Some Student & Family Assistance

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

Page 39: We just missed the school bus.            \       Don’t worry. I heard the principal say

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

(1) addressing barriers to learning and teaching

AND

(2) re-engaging students who have become

disconnected from classroom instruction

39

Page 40: We just missed the school bus.            \       Don’t worry. I heard the principal say

The missing component becomes evident when school improvement plans are analyzed with respect to what is planned for those students who do not come to school every day motivated and ready to learn.

40

Page 41: We just missed the school bus.            \       Don’t worry. I heard the principal say

41

The need is to move from the prevailing two-component framework to a three-component framework in order to develop

a Comprehensive System of Learning Supports

Direct Facilitation of Learning & Development

Instructional/ Developmental Component

Management Component

Learning Supports Component

Addressing Barriers to Learning

Governance and Resource Management

Page 42: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Governance and Resource Management (Management Component)

Unifying Policy & Practice for Addressing Barriers to Learning

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

Direct Facilitation of Learning (Instructional Component)

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

>programs for safe and drug free schools

>bi-lingual, cultural, and other diversity programs

>compensatory education programs

>family engagement programs

>special education programs

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

Page 43: We just missed the school bus.            \       Don’t worry. I heard the principal say

Activity:

Discuss what you think teachers at your school would answer if asked what proportion of their students show up each day motivationally ready and able to do what the teacher has planned to teach that day.

Why are so many students not motivationally ready and able?

After your discussion, enjoy a break.

43

Page 44: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

With all the budget problems, We have to do everything on a shoestring.

\ Are you saying you

\ still have a shoestring?

/

Page 45: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

What’s the

community doing?

Page 46: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

AGENCY REFORM

Restructuring and Reforming

Community Health and Human Services

Page 47: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

The intent of current agency reform policy –

>end fragmentation

>enhance access to clientele

The focus –

>interagency collaboration

>school-linked services, sometimes based (co-located) at a school

Page 48: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Problems –

>doesn’t integrate with school’s efforts to address barriers to learning

>limits the focus to current agency work

As a result, current agency policy produces –

>an additional form of fragmentation

>counterproductive competition

>greater marginalization

Page 49: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

It is important to remember that

Community Agency Reform is not the same thing as

Strengthening Communities

Page 50: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

• The major intent of agency reform is to restructure services to reduce fragmentation.

Page 51: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

• The major intent of agency reform is to restructure services to reduce fragmentation.

• The emphasis is mainly on interagency collaboration.

Page 52: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

• The major intent of agency reform is to restructure services to reduce fragmentation.

• The emphasis is mainly on interagency collaboration.

• Schools have been included since they offer better access to agency clients. Thus, the concept of school linked services, and the idea of community agencies co-locating services on a school site.

Page 53: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Because the focus is on services, little attention is paid to

»integrating community resources with existing school programs and services designed to address barriers to learning;

»including a full range of community

resources;

»strengthening families and neighborhoods by improving economic status and enhancing other fundamental supports.

Page 54: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

School

Banks

Police Day care Center

Faith-based Institutions

Higher Education Institutions

Local Residents

Businesses

Restaurants

Health & Social Services AgenciesCommunity

Based Orgs.; Civic Assn.

Media

Artist & Cultural

Institutions

Library

Senior Citizens

From Kretzmann & McKnight -- Communities have many resources!

Page 55: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

To Recap:

School improvement policy and planning have not addressed barriers to development, learning, and teaching as a primary and essential component of what must be done if schools are to minimize behavior problems, close the achievement gap, and reduce the rate of dropouts

Page 56: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

To Recap:

As a result, current efforts are marginalized, fragmented, often

redundant and off track, and they have resulted in counterproductive competition

for sparse resources

Page 57: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

To Recap: The need is for a comprehensive system of learning supports that

(1) addresses barriers to development, learning, and teaching &

(2) (re-)engages students in classroom learning

Page 58: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

In the handout, material , we have put some key questions we hope you are thinking about at this point.

For discussion:

• What are the many external and internal barriers interfering with your students learning and your teachers teaching and how does all this affect your schools?

Page 59: We just missed the school bus.            \       Don’t worry. I heard the principal say

59

Some matters that work against dealing

effectively with addressing barriers

to learning and teaching

Page 60: We just missed the school bus.            \       Don’t worry. I heard the principal say
Page 61: We just missed the school bus.            \       Don’t worry. I heard the principal say
Page 62: We just missed the school bus.            \       Don’t worry. I heard the principal say
Page 63: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Next:

We turn to four fundamental, interrelated concerns involved in moving forward to develop

a Comprehensive

System of Learning Supports

Page 64: We just missed the school bus.            \       Don’t worry. I heard the principal say

Toward developing , implementing, & sustaining a unified and comprehensive component

Four Fundamental and Interrelated Concerns

Framing Interventions to Address

Barriers to Learning and Teaching into

Policy a Comprehensive System

Revision of Interventions

Rethinking

Developing Systemic Organizational &Change Mechanisms for Operational

Effective Implementation, Infrastructure

Sustainability, &

Replication to Scale

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

Page 65: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

We begin discussing thesefundamental concerns by

clarifying a way toframe interventions as

a comprehensive system for addressing barriers to

learning and teaching and re-engaging

disconnected students

Page 66: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

II. What is a System of Learning Supports?

Rethinking Intervention

Page 67: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Overview• A Sequential Approach• Defining Learning Supports• Framing a Comprehensive System of

Learning Supports

>Continuum

>Content

>Major examples of intervention activity

in each content arena• Combined Continuum and Content Arenas

Page 68: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Promoting learning & Healthy Development

plus

Prevention of Problems (System of Prevention) Intervening as early after onset of

problems as is feasible

(System of Early Intervention)

Specialized assistance for those with severe, pervasive, or chronic

problems (System of Care)

as necessary

as necessary

Needed: An Integrated Sequence of Interventions that Includes a Comprehensive System of Learning Supports

Page 69: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Defining Learning Supports

Learning supports are the resources, strategies, and practices that provide physical, social, emotional, and intellectual supports to enable all pupils to have an equal opportunity for success at school by directly addressing barriers to learning and teaching and re-engaging disconnected students.

A comprehensive, multifaceted, and cohesive learning

supports system provides supportive interventions in

classrooms and school-wide and is fully integrated

with efforts to improve instruction and management

at a school.

Page 70: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Framing a Comprehensive

System of Learning Supports to

Address Barriers to Learning

Page 71: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Meeting the needs of all students requires

>promoting assets

>preventing problems &

>dealing with problems

And doing so in keeping with the principle of providing what is needed in the least disruptive and restrictive manner

Page 72: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

A system of learning supports

frames both an

intervention continuum

& delineated arenas of content

Page 73: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Levels of Intervention Continuum—Interconnected Systems for Meeting the Needs of All Students:

One key Facet of a Learning Supports Component

Systems for PromotingHealthy Development &

Preventing Problemsprimary prevention – includes

universal interventions(low end need/low cost

per individual programs)

Systems of Early Interventionearly-after-onset – includes

selective & indicated interventions(moderate need, moderate

cost per individual)

Systems of Caretreatment/indicated

interventions for severe andchronic problems

(High end need/high costper individual programs)

School Resources (facilities, stakeholders, programs, services)

Community Resources (facilities, stakeholders, programs, services)

See examples See examples

Page 74: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Categories of Basic Content Arenas for Learning Supports Intervention

Page 75: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Categories of Basic Content Arenas for Learning Supports Intervention

Classroom-BasedApproaches to Enable Learning

Page 76: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Categories of Basic Content Arenas for Learning Supports Intervention

Classroom-BasedApproaches to Enable Learning

Crisis/Emergency

Assistance &Prevention

Page 77: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Categories of Basic Content Arenas for Learning Supports Intervention

Classroom-BasedApproaches to Enable Learning

Crisis/Emergency

Assistance &Prevention

Supportfor

Transitions

Page 78: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Categories of Basic Content Arenas for Learning Supports Intervention

Classroom-BasedApproaches to Enable Learning

Crisis/Emergency

Assistance &Prevention

Supportfor

Transition

Home involvement &EngagementIn Schooling

Page 79: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Categories of Basic Content Arenas for Learning Supports Intervention

Classroom-BasedApproaches to Enable Learning

Crisis/Emergency

Assistance &Prevention

Supportfor

Transition

Home involvement &tEngagementIn Schooling

Community Outreach

Page 80: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Categories of Basic Content Arenas for Learning Supports Intervention

Classroom-BasedApproaches to Enable Learning

Crisis/Emergency

Assistance &Prevention

Supportfor

Transition

Home involvement &tEngagementIn Schooling

Student &

FamilyAssistanc

e

Community Outreach

Page 81: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Categories of Basic Content Arenas for Learning Supports Intervention

Classroom-BasedApproaches to Enable Learning

Crisis/Emergency

Assistance &Prevention

Supportfor

Transition

Home involvement &tEngagementIn Schooling

Student &

FamilyAssistanc

e

Community Outreach

Infrastructure >leadership mechanisms

Page 82: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Major Examples of Activity inEach of the Six Basic

Content Arenas

Page 83: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Classroom-Based Enabling & Re-engaging Students in Classroom Learning

FOCUS:

Classroom based efforts to enable learning

• Prevent problems; intervene as soon as problems appear

• Enhance intrinsic motivation for learning

• Re-engage students who have become disengaged from classroom learning

Page 84: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Classroom-Based Enabling (cont.)

EXAMPLES OF ACTIVITIES

• Opening the classroom door to bring in available supports

• Redesigning classroom approaches to enhance teacher capability to prevent and handle problems and reduce

need for out of class referrals

• Enhancing and personalizing professional development

• Curricular enrichment and adjunct programs

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

Page 85: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Crisis Assistance and Prevention

FOCUS

School-wide and classroom-based efforts for

>responding to crises

>minimizing the impact of crises

>preventing crises

Page 86: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Crisis Assistance and Prevention

EXAMPLES OF ACTIVITIES • Ensuring immediate assistance in emergencies so students can resume learning

• Providing Follow up care as necessary

• 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

•Working with neighborhood schools and community to integrate planning for response and prevention

Page 87: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Support for Transitions

FOCUS

School-wide and classroom-based efforts to

>enhance acceptance and successful transitions

>prevent transition problems

>use transition periods to reduce alienation

>use transition periods to increase positive attitudes/motivation toward school and learning

Page 88: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Support for Transitions

EXAMPLES OF ACTIVITIES

• Welcoming & social support programs for newcomers

• Daily transition programs (e.g., before/afterschool, lunch)

• Articulation programs

• Summer or intersession programs

• School-to-career/higher education

• Broad involvement of stakeholders in planning for transitions

Page 89: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Home Involvement in Schooling

FOCUS

School-wide & classroom-based efforts to engage the home in

>strengthening the home situation

>enhancing problem solving capabilities

>supporting student development and learning

>strengthening school and community

Page 90: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Home Involvement in Schooling

EXAMPLES OF ACTIVITIES

• Addressing specific support and learning needs of family

• Improving mechanisms for communication & connecting school and home

• Involving homes in student decision making

• Enhancing home support for learning and development

• Recruiting families to strengthen school and community

Page 91: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Community Outreach for Involvementand Support (including Volunteers)

FOCUS

Building linkages and collaborations to strengthen

students, schools, families, and neighborhoods

Page 92: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Community Outreach for Involvementand Support (including Volunteers)

EXAMPLES OF ACTIVITIES

• Planning and Implementing Outreach to Recruit a Wide Range of Community Resources

• Systems to Recruit, Screen, Prepare, and Maintain Community Resource Involvement

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

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

Page 93: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

School

Banks

Police Day care Center

Faith-based Institutions

Higher Education Institutions

Local Residents

Businesses

Restaurants

Health & Social Services AgenciesCommunity

Based Orgs.; Civic Assn.

Media

Artist & Cultural

Institutions

Library

Senior Citizens

From Kretzmann & McKnight -- Communities have many resources!

Page 94: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Student and Family Assistance

FOCUS

Specialized assistance provided through

personalized health and social service

programs

Page 95: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Student and Family Assistance • Providing support as soon as a need is recognized and doing so in the least disruptive ways

• Referral interventions for students & families with problems • Enhancing access to direct interventions for health, mental health, and economic assistance

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

• Mechanisms for resource coordination and integration to avoid duplication, fill gaps, garner economies of scale, and enhance effectiveness • Enhancing stakeholder awareness of programs and services

Page 96: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

For more specific examples and mapping and analysis self study surveys for each arena, see the Center’s online resource aid:

Guide to resource mapping and

management to address barriers to

learning:

An intervention for systemic change

Page 97: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Combined Continuum and Content Arenas

Levels of Intervention

Systems for Promoting Healthy Development & Preventing Problems

Systems for Early Intervention (Early after problem onset

Systems of Care

ContentArenas

Classroom-FocusedEnabling

Crisis/ EmergencyAssistance & Prevention

Support for transitionsHomeInvolvement in Schooling

CommunityOutreach/Volunteers

Student & Family Assistance

Activity: Mapping & Analyzing Learning Supports

Page 98: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Systems for PromotingHealthy Development& Preventing Problems

Accommodations fordifferences & disabilities

Specialized Assistance & otherintensive interventions

Systems forEarly Intervention(early-afterproblem onset) Systems

of Care

(a)*

(b)*

(c)*

(d)*

(e)*

(f)*

System of Learning Supports is Designed to Produce a Declining Proportion of Students Needing Special Assistance

InterventionContent Arenas

(a) = Classroom-focused enabling; (b) = Support for transitions(c) = Home involvement in schooling; (d) = Community outreach/volunteers;(e) = Crisis/ emergency assistance and prevention; (f) = Student and family assistance

Levels

Page 99: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

The framework is meant to guide development of a comprehensive system of learning supports as a primary and essential component of school

improvement.

Reminder: Such an enabling component is meant to:

(1) address interfering factors

and

(2) re- engage students in classroom instruction

Page 100: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

What’s Missing?

Range of Learners

No barriers

BarriersTo

Learning,Developmen

t, Teaching

InstructionalComponent

ClassroomTeaching

+Enrichment

Activity

DesiredOutcomes

(High Expectations& Accountability)

(High Standards)

I = Motivationally ready and able

Not verymotivated/lackingprerequisite

II = skills/different rates& styles/minorvulnerabilities

III = Avoidant/very deficientin capabilities

Page 101: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

An Enabling or Learning Supports Component to Address Barriers and Re-engage Students in Classroom Instruction

Range of Learners

No barriers

BarriersTo

Learning,DevelopmentTeaching

InstructionalComponent

ClassroomTeaching

+Enrichment

Activity

DesiredOutcomes

(High Expectations& Accountability)

(High Standards)

I = Motivationally ready and able

Not verymotivated/lackingprerequisite

II = skills/different rates& styles/minorvulnerabilities

III = Avoidant/very deficientin capabilities

Enabling Component

(1) Addressing Interfering Factors

(2) Re-engaging Students in Classroom Instruction

Page 102: We just missed the school bus.            \       Don’t worry. I heard the principal say
Page 103: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

To Recap:

School improvement planning for developing a comprehensive system of learning supports to address barriers to learning and teaching requires:

(1) adoption of a umbrella framework that can unify current efforts

(2) expansion of the framework for school

accountability (to account for efforts to enhance social and personal functioning and address barriers to learning and teaching -- we will detail

this later)

Page 104: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

To Recap:

Combining a continuum of intervention with a discrete set of content arenas to establish a comprehensive framework to guide development of an enabling/learning supports component. The resulting matrix provides a mapping tool and a planning guide for developing a comprehensive set of learning supports.

Page 105: We just missed the school bus.            \       Don’t worry. I heard the principal say

UCLA

Activity Looking at schools you know:

How close are they to having a unified and comprehensive system of learning supports?

To answer this, many schools are using our Center’s tool for mapping & analyzing

Learning Supports – (It’s online as part of a toolkit of aids) Take a few minutes now to do a bit of mapping using this aid.