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A Graphic OverviewEnhancing School Improvement:Addressing Barriers to Learning and Re-engaging Students

UCLA


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  • About this Resource

  • This is part of a set of 7 power point sessions. For each session, there are also a package of handouts (online in PDF) that cover the material. Many of these handouts provide additional details on a given topic.

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  • Feel free to use the power point slides and the handouts as is or by adapting them to advance efforts to develop a comprehensive system of learning supports.

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Session Topics

I.Why is a System of Learning Supports Imperative for School Improvement?

II. What is a System of Learning Supports?

An intervention perspective

III. What is a System of Learning Supports?

An infrastructure perspective

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Session Topics

IV. What is a System of Learning Supports?

A policy perspective

V.What’s Involved in Getting from Here to There?

VI. Engaging and Re-engaging Students with an Emphasis on Intrinsic Motivation

VII. Concluding Comments

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Session III

What is a System of Learning Supports?

An infrastructure perspective

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Topics Covered

>Levels for Infrastructure Development

>Key Mechanisms for a Component

>What the infrastructure look like at most schools

>Example of an Integrated Infrastructure at the School Level

>Connecting the Feeder Pattern

>School District Infrastructure

>Developing a Learning Supports Resource Team

> About an Effective School-Community Collaborative

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Developing a Comprehensive System of Learning Supports (an Enabling Component) involves reworking the organizational and operational infrastructure for

>schools

>feeder patterns

>districts (and departments of education)

>school-community collaboratives

>state departments and USDOE

In reworking infrastructure, it is essential to remember

Structure Follows Function!

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Key Mechanisms for a Component

•Administrative Leader

•Staff Lead for Component

•Staff Workgroups

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What the student support infrastructure

look like at most schools

Instructional Component

Leadership

for instruction

School

Improvement

Team

(Various teams and

Work groups focused on

Improving instruction)

moderate

problems

Management/Governance Component

severe

problems

Management/

Governance/

Administrator

Case-

Oriented

Mechanisms

(Various teams and

Work groups focused on

management & governance)

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School Mechanisms for an

Enabling or LearningSupports Component

>Administrative Leader

(e.g., 50% FTE devoted to component)

>Staff Lead for Component

>Staff Workgroups

A key infrastructure mechanism for ensuring

continuous analysis, planning, development, evaluation and advocacy is a

Learning Supports Resource Team

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Example of an Integrated Infrastructure at the School Level

Instructional Component

Learning Supports or

Enabling Component

Leadership

for

Learning

Supports

Leadership

for instruction

School

Improvement

Team

Learning

Supports

Resource

Team

moderate

problems

Management/Governance Component

Management/

Governance

Administrator

severe

problems

Work Groups

Resource-

Oriented

Mechanisms

Case-

Oriented

Mechanisms

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Leadership Beyond the School for Enhancing a

System of Learning Supports

For a family of schools (e.g., feeder pattern)

•1-2 representatives from each School-Based Resource Team

•Facilitator for a Multi-site Resource Council

At the district Level

•1-2 representatives from each Complex Resource Council

•High Level District Administrator

•School Board Subcommittee Chair

(Comparable leadership at county, state, and federal levels)

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Enhancing a System of Learning Supports:

Connecting Resources Across a Family of Schools,

a District, and Community-Wide

Learning

Supports

Resource

Team

Learning

Supports

Resource

Team

High

Schools

Learning

Supports

Resource

Team

Learning

Supports

Resource

Team

Learning

Supports

Resource

Team

Learning

Supports

Resource

Team

Middle

Schools

Learning

Supports

Resource

Team

Learning

Supports

Resource

Team

Learning

Supports

Resource

Team

Elementary

Schools

Learning

Supports

Resource

Team

Learning

Supports

Resource

Team

Learning

Supports

Resource

Team

Learning Supports

Resource Council

Learning Supports

Resource Council

School District

Resources, Management,

& Governing Bodies

Community Resources,

Management, &

Governing Bodies

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Prototype for an Integrated Infrastructure at the District Level with Mechanisms for Learning Supports That Are Comparable to Those for Instruction

Board of Education

Superintendent

Subcommittees

Superintendent’s Cabinet

Leader for

Learning Supports

Component

(e.g., assoc.sup.)

Leader for

Instructional Component

(e.g., assoc.sup.)

Schools’ Improving Planning Team

Learning supports Cabinet (e.g., component leader and leads for all six content arenas)

Instructional Component Cabinet (e.g., component leader and leads for all content areas

Leader for Management Governance Component

(e.g., Assoc. Sup.)

Leads for Content Arenas

Content Arena Work Groups

Leads for Content Arenas2

Content Arena Work Groups

Leads, Teams, and Work Groups Focused on Governance/Management

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Assign Leadership

and Develop a

Learning Supports Resource Team

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Who’s at a School?

  • Often, schools have not generated a “map” of the

  • staff who are trying to address barriers to learning

  • and teaching.

    • Adapt the following list to fit a specific school

  • and then fill in names, what they do, and when.

  • (2) Share the final version with teachers, parents,

  • and other concerned stakeholders.

  • The staff listed are all potentially invaluable members

  • of a school’s Learning Supports Resource Team

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Learning Supports Staff at a School*

>Administrative Leader for

Learning Supports

>School Psychologist

>School Nurse

>Pupil Services &

Attendance Counselor

>Social Worker

>Counselors

>Dropout Prevention

Program Coordinator

>Title I and Bilingual Coordinators

>Resource and Special

Education Teachers

Other important resources:

>School-based Crisis

Team Members

>School Improvement

Program Planners

>Community Resources

*Such a list should include a brief description of programs and servicesand times available

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A Learning Support Resource Team

Schools say: “We already have a team”

But is it Resource-oriented?

What you also need is a

a Resource-Oriented Team

(Focused onall students and the resources, programs, and systems to address barriers to learning & promote healthy development)

What you probably have is

a Case-Oriented Team

(Focused on specific individuals

and discrete services)

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A Case-oriented Team

A Resource-oriented Team

Possibly called:

>Resource Coordinating Team

>Resource Coordinating Council

>School Support Resource Team

>Learning Support Resource Team

Sometimes called:

>Child/Student Study Team

>Student Success Team

>Student Assistance Team

>Teacher Assistance Team

>IEP Team

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A Case-oriented Team

A Resource-oriented Team

EXAMPLES OF FUNCTIONS

>triage

>referral

>case monitoring/management

>case progress review

>case reassessment

EXAMPLES OF FUNCTIONS

>aggregating data across students &

from teachers to analyze school

needs

>mapping resources

>analyzing resources

>enhancing resources

>program and system

planning/development >redeploying resources

>coordinating-integrating resources

>social "marketing"

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Can you define

collaboration for me?

\

\

\

Sure! Collaboration is an unnatural act between nonconsenting adults.

/

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About Developing an Effective

School-Community Collaborative

• Too often, what is described as a collaborative

amounts to little more than a monthly or

quarterly meeting of a small and not very

empowered group of stakeholders.

• The meeting involves sharing, discussion

of ideas, and expression of frustrations. Then,

everyone leaves and little is done between

meetings.

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• Collaboration is not about meeting. It is about

pursuing specific functions and

accomplishing essential tasks.

• For a school-community collaborative to be

meaningful, it must be organized with full

understanding of where schools fit in

strengthening the community and where the

community fits in strengthening the school.

• And, the collaborative must establish an

effective infrastructure (remembering that

structure follows function).

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About the Functions of a School-Community Collaborative

>aggregating data from schools and neighborhood to analyze system needs

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About the Functions of a School-Community Collaborative

>aggregating data from schools and neighborhood to analyze system needs

>mapping resources (not just services)

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About the Functions of a School-Community Collaborative

>aggregating data from schools and neighborhood to analyze system needs

>mapping resources (not just services)

>analyzing resources

UCLA


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About the Functions of a School-Community Collaborative

>aggregating data from schools and neighborhood to analyze system needs

>mapping resources (not just services)

>analyzing resources

>program & system planning/development

UCLA


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About the Functions of a School-Community Collaborative

>aggregating data from schools and neighborhood to analyze system needs

>mapping resources (not just services)

>analyzing resources

>program & system planning/development

>redeploying resources

UCLA


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About the Functions of a School-Community Collaborative

>aggregating data from schools and neighborhood to analyze system needs

>mapping resources (not just services)

>analyzing resources

>program & system planning/development

>redeploying resources

>enhancing resource use and seeking additional

resources

UCLA


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About the Functions of a School-Community Collaborative

>aggregating data from schools and neighborhood to analyze system needs

>mapping resources (not just services)

>analyzing resources

>program & system planning/development

>redeploying resources

>enhancing resource use and seeking additional

resources

>coordinating-integrating resources

UCLA


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About the Functions of a School-Community Collaborative

>aggregating data from schools and neighborhood to analyze system needs

>mapping resources (not just services)

>analyzing resources

>program & system planning/development

>redeploying resources

>enhancing resource use and seeking additional

resources

>coordinating-integrating resources

>social “marketing”

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About Collaborative Infrastructure

Basic Elements

Who should be at the table? steering

>families group

>schools

>communitiescollab.

body

ad hoc work groups

Connect Collaboratives at All Levels

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Expanded Elements

steering group

standing work group

for pursuing operational

daily functions/tasks

collab.

body

ad hoc work groups

standing work groups for pursuing process

for pursuing programmatic functions/tasks

functions/tasks

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To Recap:

•Operational infrastructure at all levels needs to be

reworked to effectively plan, develop, and implement a

comprehensive system of learning supports

•Current school improvement guidelines provide

opportunities to expand planning to focus on development

of a comprehensive system of learning supports

•Planning means little if there is no dedicated leadership

and workgroup mechanisms to carry out the work on a

regular basis

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Study Question

What changes in current operational infrastructure would enhance efforts to develop a comprehensive system of learning supports?

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Activity

Looking at the schools you know –

What Does the Operational Infrastructure

Look Like?

In thinking about this, see the tool entitled:

“Infrastructure: Is What We Have What We Need?”

Online at

http://smhp.psych.ucla.edu/summit2002/tool%20infrastructure.pdf

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Some Relevant References & Resources

>Frameworks for Systemic Transformation of Student and Learning Supports http://smhp.psych.ucla.edu/pdfdocs/systemic/frameworksforsystemictransformation.pdf

>Infrastructure for Learning Supports at District, Regional, and State Offices http://smhp.psych.ucla.edu/pdfdocs/studentsupport/toolkit/aidk.pdf

>Developing Resource-Oriented Mechanisms to Enhance Learning Supports http://smhp.psych.ucla.edu/pdfdocs/contedu/developing_resource_oriented-mechanisms.pdf

>The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning – http://www.corwinpress.com/book.aspx?pid=11343

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Next:

A policy perspective

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