Need for and Some Basic Initial Challenges Related to Building a

1. Need for and Some Basic Initial Challenges Related to Building a Unified & Comprehensive System to Address Barriers to Learning

2. NEEDS • We all know about the many problems confronting schools and communities as they try to strengthen students, families, neighborhoods, and schools. • As part of the present initiative in Ohio, concerns from around the state were gathered and reported in 16 regional summary reports pulled together by the state DOE. Identified were a large range of needs related to education, basic needs, health, mental health, substance use/abuse, behavioral concerns, and community concerns.

3. NEEDS Here is a representative sample of a range of needs suggested by the respondents: • better ways to address disruptive behaviors (e.g., bullying) • support for families (e.g., help with addressing basic needs) • better ways to address truancy/attendance • enhancement of student engagement • enhancement of parental involvement • learning supports aligned to the school day • effective transition supports (e.g., from middle to high school) • afterschool and summer community programs • better ways to address homelessness • coping with changing demographics • better teacher support • uniform data collection

4. What it feels like to folks working in schools and community agencies . . .

6. Schools are Challenged to Do More with Less We all know that sparse resources (people, budget, time, etc.) are a constant challenge. Related to this are silo and fragmented school and community programs, frequent turnover of key personnel, increased needs of students, families, and staff, inadequate staff development and support, disruptive accountability policy, stress and fatigue, and much more. Despite these limitations, system changes must and can be made.

7. The imperative is well-stated by the Carnegie Task Force on Education: School systems are not responsible for meeting every need of their students. But . . . when the need directly affects learning, the school must meet the challenge. UCLA

8. Four Basic, Initial Challenges to Building a Unified and Comprehensive System to Address Barriers to Learning and Teaching . (1) Pulling together a group interested in improving student and learning supports (2) Clarifying the need for and framing a unified and comprehensive system to address barriers to learning and teaching and re-engage disconnected students (3) Eliciting high level support for moving forward. (4) Establishing a leadership group to plan and implement.

9. Getting Started (1) Pull together a group interested in improving student and learning supports Beginning to Create Readiness and Commitment. • Ask some key stakeholders and potential champions to a discussion about the need for developing a unified and comprehensive system to address barriers to learning and teaching and re-engage disconnected students. • Discuss and arrive at consensus about the need. • Identify a workgroup to take the next step.

10. Clarifying the Imperative for Rethinking Student and Learning Supports (2) Form an Ad Hoc Workgroup to prepare a document that (a) clarifies that current practices are desperately in need of reform and (b) sketches out a unified and comprehensive system to address barriers to learning and teaching and re-engage disconnected students.

11. Rethinking Student and Learning SupportsCurrent approach to addressing barriers to learning Psychological Testing Clinic Talk about fragmented!!! After-School Programs HIV/Aids Prevention Pupil Services Health Services Violence & Crime Prevention Physical Education Special Education Health Education Nutrition Education Juvenile Court Services District School Lunch Program Community-Based Organizations Drug Prevention Counseling Mental Health Services Drug Services Social Services Pregnancy Prevention Codes of Discipline Smoking Cessation for Staff HIV/AIDS Services Child Protective Services

13. Rethinking Student and Learning Supports • The group can draw on the way various state and local education agencies have been clarifying the need and framing a unified and comprehensive system of learning supports

14. As aids for preparing such a document, see: • Brief description of the prototype developed by our Center – Toward Next Steps in School Improvement: Addressing Barriers to Learning and Teaching – http://smhp.psych.ucla.edu/pdfdocs/systemic/towardnextstep.pdf • Design for a Comprehensive Learning Supports System as adapted by the Louisiana Department of Education at http://www.louisianaschools.net/lde/uploads/15044.pdf • Design for a Comprehensive System of Learning Supports as adapted by the Gainesville City Schools (GA) and the summary of the case study on the district’s work developed by the Education Development Center (EDC) – http://smhp.psych.ucla.edu/aasa/aasagainesville.pdf • Handbook developed by our Center in collaboration with Scholastic – http://smhp.psych.ucla.edu/rebuild/rebuildingtoc.htm and the online leadership institute modules – http://rebuildingforlearning.scholastic.com/ • Brochures on their systems from various districts and state departments – http://smhp.psych.ucla.edu/toolkita1a.htm

15. Here are some of the prototypes that these pioneering efforts have adopted/adapted

16. Prototype of an Enabling or Learning Supports Component to Address Barriers to Learning and Re-engage Students in Classroom Instruction Range of Learners Motivationally ready and able Not very motivated/ lacking prerequisite skills/ different rates & styles/ minor vulnerabilities Avoidant/ very deficient in capabilities Instructional Component Classroom Teaching + Enrichment Activity No barriers Desired Outcomes (High Expectations & Accountability) • Enabling • Component • Addressing • Interfering • Factors • (2) Re-engaging • Students in • Classroom • Instruction Barriers To Learning, Development, Teaching (High Standards)

17. Graphically Clarifying the Policy Problem Direct Facilitation of Learning & Development Safe schools & Some Student & FamilyAssistance Besides offering a small amount of school-owned student "support” services, schools outreach to the community to add a few school-based / linked services. Instructional / Developmental Component Management Component Governance and Resource Management

18. The need is to move from the prevailing two-component framework to a three-component framework to develop a unified and comprehensive system of supports Direct Facilitation of Learning (Instructional Component) Addressing Barriers to Learning/Teaching (Enabling or Learning Supports Component) Examples of Initiatives, programs and services at schools 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 Governance and Resource Management (Management Component) UCLA

19. Prototype for Clarifying Levels of Intervention Continuum Interconnected Systems for Meeting the Needs of All Students: One key Facet of a Learning Supports Component School Resources (facilities, stakeholders, programs, services) Community Resources (facilities, stakeholders, programs, services) Systems for Promoting Healthy Development & Preventing Problems primary prevention – includes universal interventions (low end need/low cost per individual programs) See examples See examples Systems of Early Intervention early-after-onset – includes selective & indicated interventions (moderate need, moderate cost per individual) Systems of Care treatment/indicated interventions for severe and chronic problems (High end need/high cost per individual programs)

20. Prototype Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis Assistance & Prevention Student & Family Assistance Infrastructure Leadership resource- oriented mechanisms Support for Transitions Community Support Home Involvement / Engagement in Schooling See Examples & Surveys

21. Mapping Matrix Combining Continuum and Content Arenas Levels of Intervention Systems for Early Intervention (Early after problem onset) Systems for Promoting Healthy Development & Preventing Problems Systems of Care Classroom-Focused Enabling Crisis Assistance & Prevention Content Arenas Support for Transitions Home Engagement in Schooling Community Support Student & Family Assistance Activity: Mapping & Analyzing Learning Supports

22. Focus on Mechanisms for Connecting Resources Across a Family of Schools, a District, and Community-Wide Learning Supports Leadership Team Learning Supports Leadership Team High Schools Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadership Team Middle Schools Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadeship Team Elementary Schools Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadership Council Learning Supports Leadership Council School District Resources, Management, & Governing Bodies Community Resources, Management, & Governing Bodies

23. About Developing an Effective School- Community Collaboration Sure! Collaboration is an unnatural act between nonconsenting adults. / Can you define collaboration for me? \ UCLA

24. From Kretzmann & McKnight Day care Center Police Faith-based Institutions Banks Senior Citizens Higher Education Institutions Local Residents Library School Artist & Cultural Institutions Businesses Restaurants Media Health & Social Services Agencies Community Based Orgs.; Civic Assn. UCLA

25. Collab. body UCLA

26. Prototype for Optimizing Collaborative Infrastructure steering group standing work group for pursuing operational daily functions/tasks Collab. body ad hoc work groups standing work groupsfor pursuing process for pursuing programmaticfunctions/tasks functions/tasks UCLA

27. Official Sanction (3) Elicit a high level support for moving forward. • Memo and proposal to Superintendent (examples in Rebuilding Tool kit) • Once Superintendent is on board, broadening base of readiness and commitment – e.g., make formal presentation to: • Cabinet • Board • Principals • Any other key stakeholders

28. Leadership for Reworking Student and Learning Supports 4) Establish a leadership group to plan and implement. • Who should be part of such a group? • What are the functions?

29. Examples of Leadership Group Functions • aggregating data to analyze system needs • mapping and analyzing resources • formulating priorities • strategic and action program and system change planning/development • redeploying, coordinating-integrating resources • social “marketing” • steering development and systemic change

30. Resources for Rebuilding and Other Resources from the UCLA Center

31. UCLA Web site • The Center at UCLA has extensive resources which are free and readily accessible online. These include: • Resources to help meet daily needs related to student learning, behavior, and emotional concerns • Policy and practice analyses to help rethink current student and learning supports • A rebuilding toolkit to help design and implement a comprehensive learning support system, • A practitioner’s toolbox, and more . . . • http://smhp.psych.ucla.edu/

32. Online Technical Assistance • The Center at UCLA provides regular responses to all relevant technical assistance inquiries. • This powerpoint presentation is available to you on request.* • Contact: Ltaylor@ucla.edu *More extensive powerpoint presentations are available at http://smhp.psych.ucla.edu/materials/trainingpresentation.htm#slide A one hour webinar is online at https://scholastic.webex.com/scholastic/ lsr.php?AT=pb&SP=TC&rID=48915112&rKey=09f14db0881f5159&act=pb

34. Questions/Comments

35. “What the best and wisest parent wants for his [or her] own child, that must the community want for all of its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy.” John Dewey