Transcript
A Center Guide*
Education Leaders’ Guide to Transforming
Student and Learning Supports.
(April, 2014)
New directions for student and learning supports are key to systemically
addressing barriers to learning and teaching. The aim is to unify and then
develop a comprehensive and equitable system of student/learning
supports at every school.
This guide incorporates years of research and prototype development and
a variety of examples from trailblazing efforts at local, district, regional, and
state levels. The prototypes and examples can be adopted/adapted to
design and plan ways to transform the role schools play in addressing
barriers to learning and teaching and re-engaging disconnected students.
*The Center co-directors are Howard Adelman and Linda Taylor; it 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 email:
[email protected] website: http://smhp.psych.ucla.edu
Feel free to share and reproduce this document; no special permission is needed.
Please cite source as the Center for Mental Health in Schools at UCLA
CONTENTS
What’s the Current Situation?
What’s Needed?
Creating a New Design
Policy Framework
Reframing Student and Learning Support Interventions
Reworking the Operational Infrastructure
Prototype for Facilitating Systemic Transformation
Developing a Multi-year Strategic Plan
Concluding Comments
Appendices
A. Prototype for Six Content Arenas
B. Prototype for an Integrated Infrastructure at the District Level
C. Some Additional Related Resources
1
3
7
10
11
14
20
23
25
26
Preface
We had just finished a presentation on new directions for addressing barriers
to learning and teaching, when a member of the audience confronted Linda.
In an exasperated tone, he complained:
What you discussed is nothing but common sense!
He then waited for her to offer a defense. She smiled and said simply:
You’re right!
It is a common sense reality that school improvement policy and practice must
move forward in transforming student and learning supports. Yet, it has taken
some time for major efforts to emerge. In the meantime, external and internal
barriers to learning and teaching have continued to pose pervasive and
entrenched challenges to educators across the country, particularly in
chronically low performing schools. Failure to directly address these barriers
ensures that (a) too many children and youth will continue to struggle in
school, and (b) teachers will continue to divert precious instructional time to
dealing with behavior and other problems that can interfere with classroom
engagement for all students.
New directions for student and learning supports are key to systemically
addressing barriers to learning and teaching. To this end, this guide
incorporates years of research and prototype development and a variety of
examples from trailblazing efforts at local, district, regional, and state levels.
Feel free to adopt and adapt the guide and to contact us for additional guidance
and aids for moving forward.*
Howard & Linda
*Contact info at UCLA:
Howard Adelman
Ph: 310/825-1225
[email protected]
Linda Taylor
Ph: 310/825-3634
email:
[email protected]
Center Website: http://smhp.psych.ucla.edu/
This is the first draft of this particular document. Any and all
feedback will be appreciated to make it more useful.
1
What’s the Current Situation?
My job is
bullying prevention! I’m only concerned
\ about PBIS! My responsibility is Title I!
\ \
I do
Dropout
prevention! My work is
\ RtI! I direct.
\ special
education! I ...
\ \
1
Psychological Testing
Health Center
Violence & Crime
Prevention
After-School Programs
Pupil Services
HIV/Aids Prevention
Health Services
Physical Education
Juvenile Court Services
Health Education
Nutrition Education
DISTRICT/
SCHOOL
School Lunch Program
Newcomer Center
Family Resource Center
and many more
Adult Education
Special Education
Drug Prevention
Community-based
Organizations
Counseling
ESL
Response to
Intervention
Pregnancy Prevention
Drug Services
Positive Behavioral
Supports
Mental Health Services
Social Services
Child Protective Services
HIV/AIDS Services
A
s illustrated below, mapping existing efforts to address barriers to learning and
teaching and re-engage disconnected students yields a consistent picture of
fragmented, piecemeal, and often disorganized approaches.
Exhibit 1. A great deal of possible activity, but interventions are fragmented!
2
Why the Fragmentation?
Obviously, the range of student and learning supports at schools varies; some
have few, some have many. In some instances, community services (e.g.,
health and social services, after-school programs) are connected to a school.
However, given their sparsity, agencies endeavoring to bring community
services to schools usually must limit their activities to enhancing supports at
a couple of school campuses in a neighborhood.
Moreover, there often is not a good connection between community services
and the work of the many school and district-based student support staff
whose roles include preventing, intervening early, and treating students with
learning, behavior, and emotional problems. Such school employed personnel
include psychologists, counselors, social workers, nurses, dropout/graduation
support staff, special educators, and others. When school and community
efforts are poorly connected, community and school personnel tend to work
with the same students and families with little shared planning or ongoing
communication.
Ironically, some education policy makers have developed the false impression
that community resources are ready and able to meet all the support needs of
students and their families. This impression already has contributed to serious
cuts related to student supports (e.g., districts laying off student support
personnel) in the struggle to balance tight school budgets. Such cuts further
reduce the amount of resources available for enhancing equity of opportunity.
An outgrowth of all this has been increased fragmentation, as well as
counterproductive competition for sparse resources related to student and
learning supports.
Underlying the fragmentation is a fundamental policy problem. That problem
is the long-standing and continuing marginalization in school improvement
policy and practice of most efforts to directly use student and learning
supports to address barriers to learning and teaching and re-engage
disconnected students.
So, the current situation related to student/learning supports is that the enterprise
is marginalized. As a result, the continuing trends are to establish such supports
through piecemeal policies and implement them in a fragmented and sometimes
redundant manner. Then, when budgets tighten, many of these supports are
among the first cut. All this contributes to a counterproductive job competition
among student support staff and between these school personnel and community
professionals involved with bringing services to schools.
3
What’s Needed?
It’s clear we need to unify
student and learning supports.
Well it makes sense,
BUT my job is
bullying prevention!
/
It sounds good, BUT
I’m only concerned
about PBIS!
\ It seems like it
should be done,
BUT . . .
\
4
C
learly, no one thinks the current situation is a good one. The need is to unify and then,
over a period of several years, develop a comprehensive and systemic approach for
addressing barriers to learning and teaching and re-engaging disconnected students.
We refer to the unified approach as a learning supports component (see Exhibit 2).
Exhibit 2
A Learning Supports Component to Address Barriers
and Re-engage Students in Classroom Instruction
Range of Learners
(based on their response to academic
instruction at any given point in time)
On Track
Motivationally ready
& able
Moderate Needs
Not very motivated/
lacking prerequisite
knowledge & skills/
different learning
rates & styles/minor
vulnerabilities
High Needs
Avoidant/very
deficient in current
capabilities/ has a
disability/major health
problems
No
Barriers*
to learning,
development,
& teaching
Barriers
Learning
Supports
Component
(1) Addressing
barriers
(2) Re-engaging
students in
classroom
instruction
Enhancing the
Focus on the
Whole Child
Instructional
Component
(1) Classroom
teaching
(2) Enrichment
activity
High
Standards
Desired
Outcomes
for
All Students
(1) Academic
achievement
(2) Social-emotional
well-being
(3) Successful
transition to
post-secondary
life
High Expectations
& Accountability
*Examples of Conditions That Can Increase Barriers to Learning
Neighborhood
• High poverty
• High rates of crime, drug
use, violence, gang
activity
• High unemployment,
abandoned/floundering
businesses
• Disorganized community
• High mobility
• Lack of positive youth
development
opportunities
Family
• Domestic conflicts,
abuse, distress, grief,
loss
• Unemployment,
poverty, and
homelessness
• Immigrant and/or
minority status
• Family physical or
mental health illness
• Poor medical or dental
care
• Inadequate child care
• Substance abuse
School and Peers
• Poor quality schools,
high teacher turnover
• High rates of bullying
and harassment
• Minimal offerings
and low involvement
in extracurricular
activities
• Frequent student-
teacher conflicts
• Poor school climate,
negative peer models
• Many disengaged
students and families
Internal Student Factors
• Neurodevelopmental delay
• Physical illness
• Mental disorders/
Disabilities
• Inadequate nutrition and
healthcare
• Learning, behavior, and
emotional problems that arise
from negative environmental
conditions exacerbate existing
internal factors
5
What are Learning Supports?
Learning supports are defined as the resources, strategies, and practices that
provide physical, social, emotional, and intellectual supports to enable all students
to have an equal opportunity for success at school by directly addressing barriers
to learning and teaching and by re-engaging disconnected students.
In the classroom and school-wide, learning supports are used to directly
(1) address interfering factors and
(2) re-engage students in classroom instruction.
Both steps are essential because interventions that do not ensure students are
engaged meaningfully in classroom learning generally are insufficient in
sustaining student involvement, good behavior, and effective learning at school.
In ensuring both steps, interventions are designed to reduce overemphases on the
use of extrinsic reinforcers, in favor of strategies that capitalize on and enhance
intrinsic motivation.
A learning supports component is established by unifying all learning supports..
This involves weaving together all that a school has with all that the community
can bring to the table. The aim, over a period of several years, is to develop the
component into a comprehensive intervention system that is fully integrated with
instructional efforts.
A unified and comprehensive system of learning supports is key to enabling all
students to have an equal opportunity to learn at school and all teachers to teach
effectively. School-wide approaches are especially important where large numbers
of students are not succeeding.
6
This guide outlines what is involved in designing and
implementing a comprehensive and cohesive learning
supports component to replace the existing
fragmented and disorganized set of student and
learning supports.
The prototypes are the result of years of research and
development; the examples are from trailblazing
efforts around the country.
With respect to cost, the emphasis is on redeploying
existing resources and garnering economies of scale.
7
Creating a New Design
8
W
ith a view to effective implementation, replication to scale, and sustainability,
creating the design calls for addressing a set of interconnected concerns. As
illustrated in Exhibit 3, these involve adopting/adapting prototypes that:
(1) Expand the policy framework for school improvement to fully integrate, as
primary and essential, a component that brings together the supports for
addressing barriers to learning and teaching and re-engaging disconnected
students.
(2) Reframe student and learning support interventions to create a unified and
comprehensive system of learning supports in classrooms and school-wide.
(3) Rework the operational infrastructure to ensure effective daily
implementation and ongoing development of a unified and comprehensive
system for addressing barriers to learning and teaching.
(4) Enhance approaches for systemic change in ways that ensure effective
implementation, replication to scale, and sustainability.
Exhibit 3: Fundamental and Interrelated Design Concerns
Intervention
Framework
Policy
Framework
Operational
Infrastructure
Framework
Systemic
Transformation
Framework
9
Prototypes and Examples
We have developed prototype frameworks
for each of the concerns illustrated in Exhibit
3. These have been used by trailblazers
across the country. This part of the guide is
devoted to providing the prototypes and
pointing to examples of how they have been
adopted/adapted.
10
Instructional
Component
Instructional
Component
Management
Component
Policy Framework
I
n most places, school improvement policy and practice is guided primarily by a two
component framework (i.e., an instructional component and a management component).
As a result, all interventions for addressing barriers to learning and teaching and re-
engaging disconnected students are given secondary consideration at best. As already noted,
this is because they are marginalized in school improvement policy. And, the marginalization
is a fundamental cause of the fragmentation and disorganization.
Ending the disorganization and effectively weaving together what a school and a community
are doing to confront barriers to equity of opportunity calls for establishing a three
component school improvement framework. As illustrated below, the expanded policy
framework is intended to ensure a primary commitment to addressing barriers to learning
and teaching via a learning supports component.
Exhibit 4. Expanded Policy Prototype
Two Component Framework Three Component Framework
Expanding School Improvement
Policy and Practice
*States and districts are trending toward using the umbrella term Learning Supports
to encompass efforts to address barriers to learning and teaching.
Related to the above expanded policy are prototypes and guidelines delineating:
• an expanded accountability framework for schools; one that focuses not only on
achievement, but also on personal and social development and on improvements
that directly address barriers to learning and teaching (see prototype at
http://smhp.psych.ucla.edu/pdfdocs/account.pdf )
• standards for student/learning supports and related quality indicators (see
prototype at http://smhp.psych.ucla.edu/pdfdocs/commcore.pdf ).
Learning
Supports
Component*
Management
Component
11
Reframing Student and Learning Support Interventions
I
n keeping with public education and public health perspectives, the prototype
intervention framework encompasses efforts to enable academic, social, emotional, and
physical development and to address behavior, learning, and emotional problems in the
classroom and school-wide at every school and in every community.
Over the last decade, versions of the prototype have been incorporated in a variety of venues
across the country (see examples and lessons learning in Where’s it Happening? –
http://smhp.psych.ucla.edu/summit2002/nind7.htm ).
The intervention prototype
(a) organizes programs and services into a circumscribed set of content arenas
of activity and
(b) conceptualizes levels of intervention as a full continuum of integrated
intervention subsystems, each of which stresses weaving together school-
community-home resources.
Content arenas of activity. Organizing content is one facet of establishing, over time, a
unified, comprehensive, and systemic approach. While interventions are commonly framed
in terms of tiers or levels, such a framework is an insufficient organizer. To escape the trend
to generate laundry lists of programs and services at each level, it is necessary to also group
them into a circumscribed set of arenas reflecting the content purpose of the activity. Our
prototype emphasizes categorizing interventions into six arenas. These are designed to:
• Enhance strategies in regular classroom to enable learning (e.g.,
improving instruction for students who have become disengaged from
learning at school and for those with mild-moderate learning and behavior
problems; includes a focus on prevention and early intervening, with an
emphasis on enhancing intrinsic motivation and using strategies such as
personalized instruction and response to intervention)
• Support transitions (e.g., assisting students and families as they negotiate
the many daily and school year transitions, including school and grade
changes)
• Increase home and school connections and engagement
• Respond to, and where feasible, prevent crises
• Increase community involvement and support (outreach to develop greater
community involvement and support, including enhanced use of
volunteers)
• Facilitate student and family access to effective services and special
assistance as needed
For more details on each arena, see Appendix A.
12
Continuum of integrated subsystems. Beyond intervention content, a fundamental second
facet of a unified and comprehensive system or learning supports is an integrated continuum
of interventions that strives to
! promote healthy development and prevent problems
• intervene early to address problems as soon after onset as is feasible
• assist with chronic and severe problems.
As graphically illustrated in Exhibit 5, (a) each level represents a subsystem, (b) the three
subsystems overlap, and (c) all three require integration into an overall system that
encompasses school and community resources. Note that this framework moves thinking
beyond the three tier pyramid that schools have been using.
Exhibit 5. Intervention Continuum: Interconnected Subsystems
School Resources
(facilities, stakeholders,
programs, services)
Examples:
• General health education
• Social and emotional
learning programs
• Recreation programs
• Enrichment programs
• Support for transitions
• Conflict resolution
• Home involvement
• Drug and alcohol education
• Drug counseling
• Pregnancy prevention
• Violence prevention
• Gang intervention
• Dropout prevention
• Suicide prevention
• Learning/behavior
accommodations &
response to intervention
• Work programs
• Special education for
learning disabilities,
emotional disturbance,
and other health
impairments
Subsystem for Promoting
Healthy Development &
Preventing Problems
primary prevention – includes
universal interventions
(low end need/low cost
per individual programs)
Subsystem for Early Intervention
early-after-onset – includes
selective & indicated interventions
(moderate need, moderate
cost per individual)
Subsystem for Treatment
treatment/indicated
interventions for severe and
chronic problems;
“system of care”
(High need/high cost
per individual programs)
Community Resources
(facilities, stakeholders,
programs, services)
Examples:
• Recreation & Enrichment
• Public health &
safety programs
• Prenatal care
• Home visiting programs
• Immunizations
• Child abuse education
• Internships & community
service programs
• Economic development
• Early identification to treat
health problems
• Monitoring health problems
• Short-term counseling
• Foster placement/group homes
• Family support
• Shelter, food, clothing
• Job programs
• Emergency/crisis treatment
• Family preservation
• Long-term therapy
• Probation/incarceration
• Disabilities programs
• Hospitalization
• Drug treatment
13
As illustrated in Exhibit 6, the six arenas and the continuum constitute the prototype
intervention framework for a comprehensive system of learning supports. Such a framework
is meant to guide and unify school improvement planning related to developing the system.
The matrix provides a framework for mapping what is in place and analyzing gaps.
Effectively implemented, the whole produces more than the sum of its parts.
Exhibit 6. Intervention Prototype Framework for a
Unified and Comprehensive System of Learning Supports
Arenas of
Intervention
Content
In classroom
learning supports
Support for transitions
Crisis response/prevention
Home involvement
& engagement
Community engagement
Student & family assistance
Integrated Intervention Continuum (levels)
Subsystem for Subsystem for Subsystem of
Promoting Early Treament
Healthy Intervention (“System of Care”)
Development
& Preventing
Problems
Effectively designed and developed at a school, a learning supports component:
• addresses barriers through a broader view of “basics” and through
effective accommodation of individual differences and disabilities
• enhances the focus on motivational considerations with a special
emphasis on intrinsic motivation as it relates to individual readiness
and ongoing involvement and with the intent of fostering intrinsic
motivation as a basic outcome (i.e., personalized instruction)
• adds remediation, treatment, and rehabilitation as necessary, but
only as necessary.
Accommodations for
differences & disabilities
Specialized assistance
& other intensified
interventions
(e.g., Special Education
& School-Based
Behavioral Health
14
Reworking the Operational Infrastructure
S
tated directly, the current operational infrastructure at a school contributes to the
ongoing marginalization of student and learning supports. It tends to look like this:
Facilitating Learning/Development
Instructional Component
Leadership
for instruction
(Various teams and
work groups focused
on improving instruction)
School
Improvement
Team
Governing/Managing
Management/
Governance Component
Leadership for
governance and
administration
(Various teams and work groups
focused on improving governance
and management)
Review team
for moderate-
severe problems
Review team
for disability
concerns
Note that usually there is no administrative leadership for student and learning supports. And
the teams focused on students who are manifesting learning, behavior, and emotional
problems are mainly concerned with making decision about individual referrals rather than
about systemic improvements to prevent problems and stem the tide of referrals. Also note
these teams usually have little of no connection to the table where school improvement needs
are discussed and decisions made.
In contrast: Exhibit 7 illustrates the basic features of an operational infrastructure prototype
that fully integrates a focus on student/learning supports with the aim of unifying and
developing a comprehensive and equitable system for addressing barriers to learning and
teaching and re-engaging disconnected students.
15
Administrator
Review team
for disability
concerns
Exhibit 7. Prototype for Integrated Operational Infrastructure at the School Level
(This operational infrastructure should be paralled at the district level -- see Appendix B.)
Instructional Learning Supports
Component Component
Leadership for Leadership for
Instruction Learning Supports
School
(Administrator & various teams Improvement
and work groups) Team
Learning
Supports
Leadership
Team
Management/Governance System-focused Individual
Component work groups student focused
Leadership for (standing and ad hoc) work groups
governance and
administration
(Including teams and work groups)
As illustrated in Exhibit 7, each of the three primary and essential components
for school improvement require
• administrative leadership with responsibility and accountability for daily
implementation and ongoing system improvement in keeping with the vision
for the component
• a leadership team to work with the administrative leader (as well as with
other advocates/champions) on ensuring system implementation and
development,
• standing work groups with designated ongoing functions and ad hoc work
groups as needed to accomplish specific short-term tasks.
In this infrastructure, the administrative leaders for the instructional and learning
supports components are part of the management/governance component to
ensure all three components are integrated and that the learning supports
component is not marginalized. And, if a special team is assigned to work on
school improvement planning, implementation, and evaluation, leaders for all
three components are on that team.
Review team
for moderate-
severe problems
16
With specific reference to the learning supports component:
At a school (and at other levels), administrative leadership is key to ending
marginalization of efforts to address behavior, learning, and emotional problems.
The administrative leader has responsibility and accountability for effective
implementation and continuous development of a comprehensive and cohesive
system of student and learning supports.
The administrative leader and the component leadership team (e.g., a Learning
Supports Leadership Team) meet weekly to guide and monitor daily
implementation and ongoing development of all programs, services, initiatives,
and systems that are concerned with providing learning supports and specialized
assistance. The focus is on component cohesion, integrated implementation,
ongoing development, and effective use of resources. The resources of concern
come from the general fund, compensatory education, special education, and
special projects. They encompass student support personnel such as school
psychologists, counselors, social workers, nurses; compensatory and special
education staff; special initiatives, grants, and programs for afterschool, wellness,
dropout prevention, attendance, drug abuse prevention, violence prevention,
pregnancy prevention, parent/family/ health centers, volunteer assistance, and
community resource linkages to schools.
At the district level, the need is for an operational infrastructure that provides
administrative leadership and capacity building support in ways that maximize
development of a comprehensive system of learning supports to address barriers
to learning and teaching at each school (see Appendix B). And, it is crucial to
establish the district’s leadership for this work at a high enough level to ensure
the administrator is always an active participant at key planning and
decision-making tables (e.g., a cabinet level administrative leader, such as an
associate superintendent, a chief officer).
*********************************
For more on details on reworking the operational infrastructure, see
http://smhp.psych.ucla.edu/pdfdocs/infrastructure/anotherinitiative-exec.pdf
http://smhp.psych.ucla.edu/pdfdocs/studentsupport/toolkit/aidk.pdf
For examples of job descriptions for an administrative leader for learning supports,
see http://smhp.psych.ucla.edu/toolkitb4.htm
*********************************
17
How Can Small Schools Staff the Desired Operational Infrastructure?
Obviously, a small school has less staff and other resources than most larger schools.
Nevertheless, the three major functions necessary for school improvement remain the
same in all schools, namely (1) improving instruction, (2) providing a unified learning
supports system to address barriers to learning and teaching, and (3) enhancing
management and governance.
The challenge in any school is to pursue all three functions in an integrated and
effective manner. The added challenge in a small school is how to do it with so few
personnel. The key is to use and, to the degree feasible, modestly expand existing
infrastructure mechanisms. In a small school, however, rather than stressing the
involvement of several administrative leaders and numerous staff members, the
emphasis is on the role a School Leadership Team can play in establishing essential
infrastructure mechanisms.
With less personnel, a principal must use who and what is available to pursue all three
components. Usually, the principal and whoever else is part of a school leadership team
will lead the way in improving instruction and management/governance. As presently
constituted, however, such a team may not be prepared to advance development of a
learning supports component. Thus, someone already on the leadership team will need
to be assigned this role and provided training to carry it out effectively.
Alternatively, someone in the school who is involved with student supports (e.g. a pupil
services professional, a Title I Coordinator, a special education resource specialist) can
be invited to join the leadership team, assigned responsibility and accountability for
ensuring the vision for the component is not lost, and provided additional training for
the tasks involved in being a Learning Supports Component leader. The leader,
however chosen, will benefit from eliciting the help of other advocates/champions at
the school and from the community. These all can help ensure development, over time,
of a unified and comprehensive system of learning supports.
18
*********************************
Connecting Learning Supports Across a Complex or “Family” of Schools
Schools in the same neighborhood experience and often share similar problems.
Feeder schools commonly enroll students from the same family, and children in that
family may all be experiencing problems. Many schools also share student and
learning support personnel.
Connecting a family of schools using a multi-site team provides a mechanism to
help ensure cohesive and equitable deployment of student and learning support
resources. Such a team also can enhance the pooling of resources to minimize
redundancy, reduce costs, and achieve economies of scale.
In general, a multi-site learning supports leadership mechanism facilitates
communication and connection, develops cost-efficiencies, and ensures quality
improvement across sites. Such a mechanism can be particularly useful for
integrating the efforts of high schools and their feeder middle and elementary
schools. This clearly is important in eliminating redundancies, redeploying
resources, and implementing economies of scale.
For example, in terms of addressing barriers with those families who have
youngsters attending more than one level of schooling in the same cluster, it is
neither cost-effective nor good intervention for each school to contact a family
separately in instances where several children from a family are in need of special
attention. Moreover, some programs and services can be shared among the family
of schools, and so can some professional development and other capacity building.
Such sharing can produce substantial cost-savings.
As illustrated in Exhibit 8, a multi-site body, or what in the prototype is designated
as a Learning Supports Leadership Council, brings together one-two representatives
from each connecting school's Learning Supports Leadership Team (e.g., a high
school and its feeder middle and elementary schools). Such a Council meets about
once a month.
Natural starting points for councils are the sharing of needs assessment, resource
mapping, analyses, and recommendations for reform and restructuring. Specific
areas of initial focus may be on such matters as addressing community school
violence and developing prevention programs and safe school plans. Items on its
ongoing agenda are (a) coordinating and integrating programs that serve multiple
schools, (b) identifying and meeting common needs with respect to guidelines and
staff development, and (c) creating linkages and collaborations among schools and
with community agencies. In this last respect, it can play a special role in
community outreach both to create formal working relationships and ensure that all
participating schools have access to such resources. Multi-school teams are
especially attractive to community agencies lacking the time or personnel to link
with individual schools.
*********************************
19
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Exhibit 8. Connecting Resources Across a Family of Schools,
a District, and Community-Wide
High
Schools
Middle
Schools
Elementary
Schools
Learning Supports Learning Supports
Leadership Council Leadership Council
School District Community Resources
Management & Planning & Governing
Governance Bodies Agents
Clearly, all of the operational infrastructure prototypes involve a fundamental
transformation of the usual institutionalized operational system.
*********************************
Successful systemic transformation requires policy that
ensures a well-designed and resourced process to facilitate
essential systemic changes. We turn to that now.
*********************************
20
Prototype for Facilitating Systemic Transformation
S
uccessful implementation of systemic transformation in established institutions requires
effective facilitation, especially when change is to take place at multiple sites and at
multiple levels. Logic models are helpful in strategic planning. Such models stress that
the foundation for innovative change is a well articulated vision, clear aims, and a sound
rationale. While each facet of a logical framework outlines how to get there from here, it is
widely acknowledged that neither direct implementation nor the processes for facilitating
such implementation are likely to play out in a linear manner,
Example: Framework for Facilitating Institutional Transformation
See Section III of the Center report entitled: Bringing New Prototypes into Practice:
Dissemination, Implementation, and Facilitating Transformation
http://smhp.psych.ucla.edu/pdfdocs/implrep3.pdf
With specific respect to new directions for student/learning supports, the discussion in
the above cited report differentiates (1) direct implementation from the process of
facilitating implementation and (2) implementation of a specific practice or program
from efforts to transform institutions such as schools.
The key to successful transformation is to allocate resources for both direct implementation
and the processes involved in facilitating the transformation. Given that budgets for schools
are always tight, this means identifying ways to redeploy and pull together existing resources
and weave them with whatever new funds can be mustered, as well as with any other
resources that come along (e.g., extra-mural support).
Avoiding common deficiencies associated with facilitating systemic change requires giving
sufficient strategic attention and time to
• establishing an effective systemic change operational infrastructure
• creating readiness among a critical mass of key stakeholders in settings where
changes are to be introduced
• developing a design document to communicate and guide the work
• developing a multi-year strategic plan
• ensuring policy is instituted that makes the changes a high priority
• reworking an organization’s daily operational infrastructure to support
development and sustainability of the changes.
21
A prototype operational infrastructure for facilitating systemic transformation in schools
consists of mechanisms, such as steering groups, planning and implementation teams, and
external and internal coaches (see Exhibit 9). Facets of this infrastructure are temporary –
put in place until the transformation is successfully made.
Effectively establishing such an infrastructure requires ensuring enough resources are
devoted to developing the mechanisms and building their capacity to carry out a multi-year
strategic plan. Capacity building involves ensuring sufficient resources for the
transformation (e.g., staffing; budget; guidance materials; external mentoring, coaching,
development of effective of each systemic change mechanism, professional development,
and technical assistance for deepening understanding, commitment, and skills).
Customization is done to ensure that capability for accomplishing major tasks is not
undermined (e.g., special attention is given to ensuring these mechanisms are not created as
an added and incidental assignment for staff).
As each mechanism is established, the focus is on
• enlisting a broad enough range of key leaders and staff (e.g., leaders directly
involved with student and learning supports, as well as others such as leaders for
instruction, school improvement, data/evaluation; a given staff member may be part
of several workgroups/teams)
• ensuring group/team members understand each mechanism's functions and
interrelationship
• providing the type of capacity building that ensures members understand the essence
of what needs to be accomplished and are committed to the importance of the work
• assisting in development of clear action plans.
A note of caution: Designation of a top-level administrative leader who has had sufficient
professional development related to understanding how to facilitate systemic transformation
is key to the success of any systemic transformation initiative in a complex organization.
And, everyone in the organization needs to be held accountable for the development of the
planned changes. When the individual assigned to lead a systemic transformation is not a
high level administrator, s/he may not even be sitting at key decision making tables when
budget allocations and other fundamental decisions are discussed. And, those who are at a
higher level and anyone without accountability for planned changes may be less than
cooperative in response to such an individual’s efforts to facilitate changes.
22
Superintendent/
Principal &
Governance Body
Transformation
Leader
Exhibit 9. Prototype for a Temporary Operational Infrastructure to
Facilitate Transformation
External
Collaborators
Steering Body
Planning Team
for Transformative
Systemic Changes
Work Groups
Implementation Team
External & Internal
Change Agents
(including mentors,
>Administrative Lead
>Learning Supports Leadership Team
>Work Groups
23
Developing a Multi-year Strategic Plan
24
Once a good design has been established, the next step involves developing a multi-year
strategic plan. Strategic planning for developing a unified and comprehensive system of
learning supports is done within the organizational context and is intended to be fully
integrated into the overall approach to school improvement.
Strategic planning is a formal process that translates a desired future into a broad set of goals
or objectives and a sequence of steps to achieve the vision. With specific respect to
developing a unified and comprehensive system of learning supports, strategic planning is
meant to ensure that the vision articulated for improvement and the design are effectively
and efficiently implemented. The plan spells out an answer to:
How do we get there from here?
Strategic planning can be organized around four major phases of systemic change and
transformation.
First Phase – Introduction and Creating Readiness, Commitment, & Engagement
Second Phase – Start-up and Phase-in: Building Infrastructure, Capacity, and
Pursuing Initial Implementation
Third Phase – Replicating to Scale, Sustaining, and Evolving to Enhance Outcomes
Fourth Phase – Generating Creative Renewal and Replication to Scale
The multi-year plan outlines objectives, steps, tasks, and timelines to be accomplished during
each phase and general strategies for accomplishing them. The strategic plan is the basis for
specific action planning.
*********************************
The Center’s prototype for this facet of the work is entitled:
General Guide for Strategic Planning Related to Developing
a Unified and Comprehensive System of Learning Supports.
http://smhp.psych.ucla.edu/pdfdocs/stratplan.pdf .
For a district example, see http://smhp.psych.ucla.edu/pdfdocs/alstrategic.pdf
*********************************
25
Concluding Comments
The real difficulty in changing the course of any enterprise lies
not in developing new ideas but in escaping old ones.
John Maynard Keynes
Addressing barriers to learning and teaching and re-engaging
disconnected students is a school improvement imperative.
Developing and implementing a unified and comprehensive
system of learning supports is the next evolutionary stage in
meeting this imperative. It is the missing component in
efforts to close the achievement gap, enhance school safety,
reduce dropout rates, shut down the pipeline from schools to
prisons, and promote general well-being.
System transformation is never easy; but at this juncture in
the history of public education, it is essential to enhancing
equity and social justice.
See Appendix C for information on additional resources,
including the Center’s System Change Toolkit.
26
Appendices
A. Prototype for Six Content Arenas
B. Prototype for an Integrated Infrastructure at the District Level
C. Some Additional Related Resources
A-1
Appendix A
Prototype for Six Content Arenas
W
hen teachers encounter barriers that interfere with effective teaching, the first
concern must be to provide them with a range of supports so they can enable the
learning of students who are not doing well. School improvement must include
plans to develop more effective and comprehensive systems for directly dealing with factors
that keep too many students from succeeding at school and beyond.
Our work over many years stresses that the supports needed cluster into six content
arenas. (Think of them as the curriculum of learning supports.) The six arenas are
designed to continuously enhance:
• Regular classroom strategies to enable learning – working collaboratively
with other teachers and student support staff to ensure learning is personalized
for all students and especially those manifesting mild-moderate learning and
behavior problems; re-engaging those who have become disengaged from
learning at school; providing learning accommodations and supports as
necessary; addressing external barriers
• Supports for transitions – programs and systems for assisting students and
families as they negotiate hurdles to enrollment, school and grade changes,
daily transitions, program transitions, accessing supports, and so forth
• Home involvement and engagement – programs and systems to increase and
strengthen home and school connections
• Community involvement and engagement – programs and systems to
increase and strengthen outreach to develop greater community involvement
and support from a wide range of entities, including enhanced use of volunteers
and agency collaborations
• Crisis response and prevention – programs and systems for responding to, and
where feasible, preventing school and personal crises and trauma, including
creating a caring and safe learning environment and countering the impact of
out-of-school traumatic events
• Student and family assistance – programs and systems to facilitate student and
family access to effective services and special assistance on campus and in the
community as needed
A brief discussion of and examples related to each of these arenas follows.
For more extensive examples, see:
>the set of self-study surveys designed to map what a school has and what it
needs to address barriers to learning and teaching –
http://smhp.psych.ucla.edu/pdfdocs/surveys/set1.pdf
>the Center’s Online Clearinghouse Quick Finds on topics related to each arena –
http://smhp.psych.ucla.edu/quicksearch.htm
A-2
Enhancing Regular Classroom Strategies to Enable Learning
A key to personalizing learning and stemming the tide of out-of-class referrals is to “open
classroom doors” to bring learning supports into the classroom. This requires in-class
collaboration with student support staff and other teachers, as well as training volunteers to
assist with students-in-need.
Learning supports in the classroom are designed to enable student learning by assisting,
supporting, and enhancing the capability of teachers to (a) prevent problems, (b) intervene
as soon after problems arise, (c) enhance intrinsic motivation for learning, and (d) re-engage
students who have become disengaged from classroom learning. Learning supports are
designed to increasingly enable teachers to personalize instruction for all students, add
special assistance in the context of implementing “Response to Intervention,” and provide
a greater range of accommodations and learning options.
Examples of Classroom-Based Learning Supports
Essential to Personalizing Learning
• Redesigning classroom approaches to enhance teacher capability to prevent and
handle problems and reduce the need for out-of-class referrals
> Personalized instruction; special assistance as necessary
> Developing small group and independent learning options
> Reducing negative interactions and over-reliance on social control
> Expanding the range of curricular and instructional options and choices
> Systematic use of “prereferral” interventions
• Enhancing and personalizing professional development
> Creating a learning community for teachers
> Ensuring opportunities to learn through co-teaching, team teaching, mentoring
> Teaching intrinsic motivation concepts and their application to schooling
• Curricular enrichment and adjunct programs
> Varied enrichment activities that are not tied to reinforcement schedules
> Visiting scholars from the community
• Classroom and school-wide approaches used to create and maintain a caring and
supportive climate with a specific focus on enhancing feelings of competence,
self-determination, and relatedness to others at school and reducing threats to such
feelings
In addition to a self-study survey and Quick Finds related to this arena, the Center has free
continuing education modules on:
>Personalizing Learning – http://smhp.psych.ucla.edu/pdfdocs/personalizeI.pdf
>Engaging and Re-engaging Students and Families –
http://smhp.psych.ucla.edu/pdfdocs/engagei.pdf
A-3
Supports for Transitions
Supporting transitions involves a range of interventions that address changes can be
disruptive to students, families, and teachers. In the classroom and school-wide (and
sometimes at the district level), such supports are designed to (a) enhance successful
transitions, (b) prevent transition problems, (c) use transitions to enhance acceptance and
reduce alienation, and (d) use transitions to increase positive attitudes/motivation toward
school and learning.
Examples of Supports for Transitions
• Welcoming and social support programs for newcomers
> Welcoming signs, materials, and initial receptions
> Peer buddy programs for students, families, staff, volunteers
• Daily transition programs for
> Before school, breaks, lunch, afterschool
• Articulation programs
> 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
> Catch-up, recreation, and enrichment programs
• School-to-career/higher education
> Counseling, pathway, and mentor programs
• Broad involvement of stakeholders in planning for transitions
> Students, staff, home, police, faith groups, recreation, business, higher educ.
• Staff/stakeholder development for planning transition programs/activities
In addition to a self-study survey and Quick Finds related to this arena, the following free
Center resource may be helpful for professional development:
>Transitions: Turning Risks into Opportunities for Student Support –
http://smhp.psych.ucla.edu/pdfdocs/transitions/transitions.pdf
A-4
Home Involvement and Engagement
While policy calls for parent involvement, the reality is that many students are cared for by
grandparents, aunts, siblings, and foster families. Also, because of past experiences, many
care-providers are not motivated to connect with the school, and some are so angry with
schools that they are belligerent when contacted.
Learning supports aim to develop a full range of interventions designed to assist and then
engage and re-engage key home stakeholders. In the classroom and school-wide (and
sometimes at the district level), such supports are designed to (a) strengthen the home
situation, (b) enhance home involvement in and capability for problem solving, (c) increase
home support for student development and learning, and (d) enlist the home in strengthening
school and community.
Examples of Home Involvement and Engagement
• Addressing specific support and learning needs of family
> Facilitating open-access to support programs for those in the home to assist
them in addressing basic survival needs and obligations to the children
> Adult education classes to enhance literacy, job skills, English-as-a-second
language, citizenship preparation
• Improving mechanisms for communication and connecting school and home
> Opportunities at school for family networking and mutual support, learning,
recreation, enrichment, and for family members to receive special assistance
and to volunteer to help
> Phone calls from teacher and other staff with good news
> Frequent and balanced conferences (student-led when feasible)
> Outreach to attract hard-to-reach families (including student dropouts)
• Involving homes in student decision making
> Families prepared for involvement in program planning and problem-solving
• Enhancing home support for learning and development
> Family literacy, family homework projects, family field trips
• Recruiting families to strengthen school and community
> Volunteers to welcome and support new families and help in various capacities
> Families prepared for involvement in school governance
• Staff/stakeholder development to broaden awareness of and plan programs to
enhance opportunities for home involvement
In addition to a self-study survey and Quick Finds related to this arena, see:
>Parent and Home Involvement in Schools
http://smhp.psych.ucla.edu/pdfdocs/parenthome/parent1.pdf
>Enhancing Home Involvement to Address Barriers to Learning: A Collaborative Process
http://smhp.psych.ucla.edu/pdfdocs/homeinv.pdf
A-5
Community Involvement and Engagement
Most schools are reaching out to a few community partners. Learning supports aims
to fill critical systemic gaps by weaving in a wider range of community resources to
work collaboratively on mutual concerns related to strengthening students, schools,
families, and neighborhoods. For schools and the district, this requires programs and
systems to increase and strengthen outreach to build linkages and collaborations to
a wide range of entities, including enhanced use of volunteers and agencies.
Examples of Community Involvement and Engagement
• Planning and implementing outreach to recruit a wide range of community
resources
> Community resources such as public and private agencies; colleges/universities;
local residents; artists and cultural institutions, businesses and professional
organizations; service, volunteer, and faith-based organizations
> Community policy and decision makers
• Systems to recruit, screen, prepare, and maintain community resource involvement
> Mechanisms to orient and welcome
> Mechanisms to enhance the volunteer and mentor pools,
> Mechanisms to maintain current involvements; enhance sense of comm.
• 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
• Capacity building to enhance community involvement and support
> Policies/mechanisms to enhance & sustain school-community involvement
> Staff/stakeholder development on the value of community involvement
> Social marketing
In addition to the self-study survey and Quick Finds related to this arena, the following free
Center resources may be helpful for professional development:
>Community Outreach: School-Community Resources to Address Barriers to
Learning – http://smhp.psych.ucla.edu/qf/Commout_tt/communityfull.pdf
>Fostering School, Family and Community Involvement
http://smhp.psych.ucla.edu/publications/44%20guide%207%20fostering%20school%2
0family%20and%20community%20involvement.pdf
A-6
Crisis Response and Prevention
The broad category of crisis assistance and prevention stresses not only effective
emergency response and aftermath help, but a major emphasis on prevention that
fits nicely with concerns for creating a positive and supportive school climate. A
general focus on crisis prevention encompasses bullying and violence prevention
and other efforts to curtail problems and minimize the need for discipline and
suspensions. The supports in this arena require integrated classroom, school-wide,
and district programs and systems that (a) respond to crises, (b) minimize the
impact of crises, (c) where feasible, prevent school and personal crises and
trauma, (d) counter the impact of out-of-school traumatic events. and (e) create
a caring and safe learning environment.
Examples of Crisis Response and Prevention
• Ensuring there is a well-trained school-focused Crisis Team that
> Maintains an integrated response plan
> Takes leadership for developing prevention programs
• Providing immediate assistance in emergencies so students can resume learning
• Providing follow-up care as necessary
> Brief and longer-term monitoring
• Mobilizing staff, students, and families to anticipate response plans and recovery
efforts
• Maintaining a focus on creating a caring and safe learning environment
> Developing systems to promote healthy development and prevent problems
> Developing general crisis prevention strategies that encompass bullying,
harassment, violence prevention, and other efforts to curtail problems and
minimize the need for discipline and suspensions
• Working with neighborhood schools and the local community to integrate planning
for response and prevention
• Staff/stakeholder development focusing on the role and responsibility of all in
promoting a caring and safe environment
In addition to the self-study survey and Quick Finds related to this arena, the following free
Center resources may be helpful for professional development:
>Responding to Crisis at a School – http://smhp.psych.ucla.edu/pdfdocs/crisis/crisis.pdf
>Resources for Responding to a Crisis – http://smhp.psych.ucla.edu/crisisresp.htm
>Moving Prevention From the Fringes into the Fabric of School Improvement –
http://smhp.psych.ucla.edu/publications/24 moving prevention from the fringes into the fabric.pdf
A-7
Student and Family Assistance
Finally, the focus is on what has been the traditional emphasis of student support services – helping
students and families who are identified as needing personal and specialized assistance. Such
supports usually require programs and systems to facilitate access of specific students and families
to effective health and social services and special assistance on campus and in the community as
needed, as well as for career and college planning.
Examples of Student and Family Assistance
• Providing support as soon as a need is recognized; doing so in the least disruptive way
> “Prereferral” interventions in classrooms in the context of “Response to Intervention”
> Problem solving conferences with parents
> Open access to school, district, and community support programs
• Referral interventions for students and families with problems
> Screening, referrals, and follow-up – school-based, school-linked
• Enhancing access to direct interventions for health, mental health, and economic
assistance; counseling for career and college
> School-based, school-linked, and community-based programs
• Follow-up assessment to check whether referrals and services are adequate and effective
• Mechanisms for resource coordination to avoid duplication of and fill gaps in services
and enhance effectiveness
> School-based and linked, feeder family of schools, community-based programs
• Enhancing stakeholder awareness of programs and services
• Involving community providers to fill gaps and augment school resources
• Staff/stakeholder development to enhance effectiveness of student and family assistance
systems, programs, and services
In addition to the self-study survey and Quick Finds related to this arena, the following free Center
resources may be helpful for professional development:
>Student & Family Assistance Programs and Services to Address Barriers to Learning
http://smhp.psych.ucla.edu/qf/student_tt/studentfamfull.pdf
Note: As one facet of the intervention prototype for a unified and comprehensive
system of learning supports, the six content arenas intersect with a full continuum
of interventions. The continuum encompasses three subsystems: (1) promoting
healthy development and preventing problems, (2) responding early after problem
onset, and (3) treating chronic and severe problems.
B-1
Appendix B
Prototype for an Integrated Infrastructure at the District Level
Board of
Education Superintendent
Subcommittees
1
Superintendent’s
Cabinet
Leader for Leader for
Instructional Learning Supports/
Component School Enabling Component
(e.g., Assoc. Sup.) Improvement (e.g., Assoc. Sup.)
Planning
Team
Leader for
Instructional Component Leadership Team Management/ Learning Supports Leadership Team
(e.g., component leader and Governance (e.g., component leader and leads
leads for all content arenas) Component for all content areas)
(e.g., Assoc. Sup.)
Leads for Content Arenas Leads, Teams, and Work Groups Leads for Content Arenas
2
Focused on Governance/Management
Content Arena Work Groups Content Arena Work Groups
Classroom Crisis
Learning Response
Supports & Prev.
Supports Home
for Involvement
Transitions Supports
Notes:
1. If there isn’t one, a board subcommittee for learning supports should be
created to ensure policy and supports for developing a comprehensive system of
learning supports at every school(see Center documents Restructuring Boards of
Education to Enhance Schools’ Effectiveness in Addressing Barriers to Student
Learning http://smhp.psych.ucla.edu/pdfdocs/boardrep.pdf and Example of a
Formal Proposal for Moving in New Directions for Student Support
http://smhp.psych.ucla.edu/pdfdocs/newdirections/exampleproposal.pdf
2. All resources related to addressing barriers to learning and teaching (e.g.,
student support personnel, compensatory and special education staff and
interventions, special initiatives, grants, and programs) are integrated into a
refined set of major content arenas such as those indicated here. Leads are
assigned for each arena and work groups are established.
Community Student &
Outreach Family
to Fill Gaps Assistance
C-1
Appendix C
Some Additional Related Resources
System Change Toolkit
Transforming Student Supports into a Unified &
Comprehensive System for Addressing Barriers to Learning and Teaching
http://smhp.psych.ucla.edu/summit2002/resourceaids.htm
This toolkit provides links to a range of resource aids (presentations, tools, guides).
Below are examples of what is offered:
Overview, Q &A, and Initiating the Work
Answering: What is a Unified & Comprehensive System of Learning Supports?
Examples of Brochures from Districts and State Departments
Q & A Talking Points
Powerpoints, Webinars, and Handouts
Examples of Policy Statements/Legislation
Example of Funding Stream Integration
Content for Preparing a Prospectus/Proposal for Moving Forward
Website Prototype for SEA, LEA, and School Learning Supports System
Designing and Planning a Unified and Comprehensive System of Learning Supports
Reframing Intervention
Reworking Infrastructure
Expanding the Accountability Framework for Schools
Guides for Administrators
Examples of state and District Design Documents
Guides and Aids for Design Work Groups
Guides for Strategic Planning
About System Change and School Improvement
Aids for Initial Capacity Building
Phasing in a New System
Practice Guides for coaching, enhancing readiness, including learning supports
system in school improvement plan, phasing-in district and school site implementation,
social marketing
Ongoing Capacity Building, including professional development for all school staff
Addressing the Problems of Systemic Change
Link to Center’s On-line Clearinghouse Resources
C-2
Adelman, H.S., & Taylor, L. (2006). The School Leader’s Guide to Student Learning
Supports: New Directions for Addressing Barriers to Learning. Thousand Oaks, CA:
Corwin Press.
Adelman, H.S., & Taylor, L. (2006). The Implementation Guide to Student Learning
Supports in the Classroom and School Wide: New Directions for Addressing Barriers
to Learning. Thousand Oaks, CA: Corwin Press.
Adelman, H.S., & Taylor, L. (2008). Rebuilding for learning: Addressing barriers to
learning and teaching and re-engaging students. New York: Scholastic, Inc.
http://smhp.psych.ucla.edu/rebuild/rebuildingtoc.htm
Introduction to a Component for Addressing Barriers to Student Learning –
http://smhp.psych.ucla.edu/pdfdocs/briefs/introductionbrief.pdf
Five Essential Elements of a Unified and Comprehensive System of Learning Supports –
http://smhp.psych.ucla.edu/pdfdocs/essentials.pdf
What Every Leader for School Improvement Needs to Know About Student and
Learning Supports – http://smhp.psych.ucla.edu/pdfdocs/whateveryleader.pdf
Developing a Unified and Comprehensive System of Learning Supports:
First Steps for Superintendents Who Want to Get Started –
http://smhp.psych.ucla.edu/pdfdocs/superstart.pdf
Establishing a Comprehensive System of Learning Supports at a School:
Seven Steps for Principals and Their Staff –
http://smhp.psych.ucla.edu/pdfdocs/7steps.pdf
Beginning Steps in Personnel Development Related to Establishing a
Comprehensive System of Learning Supports –
http://smhp.psych.ucla.edu/pdfdocs/personneldevelopment.pdf