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

We just missed the school bus. UCLA We just missed the school bus. \ Don’t worry. I heard the principal say \ no child will be left behind. / UCLA

Feel free to use any handout as is or by adapting them. UCLA We’ve included more handouts than we probably can cover on some topics. Our hope is that you will look over the others when you have time. Feel free to use any handout as is or by adapting them. UCLA

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 UCLA

Topics IV. Intrinsic Motivation: Engaging and Re-engaging 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 UCLA

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

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. UCLA

The limited focus contributes to: UCLA The limited focus contributes to: High Student Dropout Rates UCLA

The limited focus contributes to: UCLA The limited focus contributes to: High Student Dropout Rates High Teacher Dropout Rates UCLA

The limited focus contributes to: UCLA The limited focus contributes to: High Student Dropout Rates High Teacher Dropout Rates Continuing Achievement Gap UCLA

The limited focus contributes to: UCLA The limited focus contributes to: High Student Dropout Rates High Teacher Dropout Rates Continuing Achievement Gap So Many Schools Designated as Low Performing UCLA

The limited focus contributes to: 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 UCLA

The limited focus contributes to: 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 UCLA

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. UCLA

Some of the data: Take reading levels as an example. 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.” UCLA

related to academic achievement. UCLA Data from the National Assessment of Education Progress (NAEP) clearly shows the plateau effect related to academic achievement. UCLA

The Nation’s Report Card – National Center for Education Statistics UCLA The Nation’s Report Card – National Center for Education Statistics Trend in NAEP reading average scores for 9-year-old students Trend in NAEP reading average scores for 13-year-old students UCLA See key on next slide

The Nation’s Report Card – National Center for Education Statistics Trend in NAEP reading average scores for 17-year-old students The Nation’s Report Card – National Center for Education Statistics * Significantly different (p < .05) from 2008. Key Original Assessment Format Revised Assessment Format See note below Note: The long‑term trend assessment was updated in several ways in 2004. Outdated material was replaced, accommodations for students with disabilities (SD) and for English language learners (ELL) were allowed, and administration procedures were modified. A special bridge study was conducted in 2004 to evaluate the effects of these changes on the trend lines. The study involved administering both the original and revised formats of the assessments to determine how the revisions may have affected the results. UCLA

Three Lenses for Viewing School Improvement Efforts UCLA I. Why is a System of Learning Supports Imperative for School Improvement? (cont.) Three Lenses for Viewing School Improvement Efforts UCLA

opportunity to succeed at school UCLA Lens #1 = All Students Not some -- ALL youngsters are to have an equal opportunity to succeed at school UCLA

Lens #1 = All Students Range of Learners UCLA Lens #1 = All Students Range of Learners I = Motivationally ready and able II = Not very motivated/lacking prerequisite skills/ different rates & styles/minor vulnerabilities III = Avoidant/very deficient in current capabilities has a disability and/or major health problems UCLA

Lens #2 = Barriers to Learning and School Improvement UCLA Lens #2 = Barriers to Learning and School Improvement Range of Learners Instructional Component Classroom Teaching + Enrichment Activity I = Motivationally ready and able Not very motivated/ lacking prerequisite II = skills/ different rates & styles/ minor vulnerabilities III = Avoidant/ very deficient in capabilities No barriers Desired Outcomes (High Expectations & Accountability) Barriers To Learning, Development, Teaching (High Standards) UCLA

About Barriers to Learning UCLA About Barriers to Learning Categories of Risk-Producing Conditions that Can be Barriers to Learning >Environmental Conditions >Family >School and Peers >Individual UCLA

Examples of Environmental Conditions UCLA Examples of Environmental Conditions extreme economic deprivation community disorganization, including high levels of mobility violence, drugs, etc. minority and/or immigrant status UCLA

Examples of Family Conditions UCLA Examples of Family Conditions chronic poverty conflict/disruptions/violence substance abuse models problem behavior abusive caretaking inadequate provision for quality child care UCLA

Examples of School & Peer Conditions UCLA Examples of School & Peer Conditions poor quality school negative encounters with teachers negative encounters with peers inappropriate peer models UCLA

Examples of Individual Conditions UCLA Examples of Individual Conditions medical problems low birth weight/neurodevelopmental delay psychophysiological problems difficult temperament & adjustment problems inadequate nutrition UCLA

>Barriers to learning UCLA Caution: Don’t let anyone misinterpret the term >Barriers to learning It encompasses much more than a deficit model of students. UCLA

>Protective Buffers 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 UCLA

Lens # 3 = Engagement & Disengagement UCLA Lens # 3 = Engagement & Disengagement Source of Motivation Extrinsics Intrinsics Intrinsics/ Extrinsics Engagement Intervention Concerns Disengagement (psychological reactance) UCLA

Engaging & Re-engaging Students in Classroom Learning UCLA Engaging & Re-engaging Students in Classroom Learning How are schools >maximizing Intrinsic Motivation? >minimizing Behavior Control Strategies? UCLA

and especially Intrinsic Motivation are fundamental intervention UCLA Motivation, and especially Intrinsic Motivation are fundamental intervention concerns related to student (and staff) problems UCLA

Fourth Concern – Teacher motivation 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 UCLA

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

School Improvement Planning: UCLA I. Why is a System of Learning Supports Imperative for School Improvement? (cont.) School Improvement Planning: What’s Being Done & What’s Missing? UCLA

School Improvement Planning UCLA School Improvement Planning Missing: A Comprehensive Focus on: Addressing Barriers to Learning & Teaching Re-engaging Disengaged Students in Classroom Learning UCLA

What do schools currently do to (1) address barriers to learning UCLA This becomes evident when we ask: What do schools currently do to (1) address barriers to learning and teaching and UCLA

What do schools currently do to (1) address barriers to learning UCLA This becomes evident when we ask: What do schools currently do to (1) address barriers to learning and teaching and (2) re-engage students in classroom instruction? UCLA

How is the district/school addressing barriers to learning? UCLA How is the district/school addressing barriers to learning? Psychological Testing Clinic After-School Programs HIV/Aids Prevention Pupil Services Health Services Violence & Crime Prevention Physical Education Special Education Education Health 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 HIV/AIDS Services Smoking Cessation For Staff Child Protective Services Talk about fragmented!!! UCLA

What does this mean for the district and its schools? UCLA What does this mean for the district and its schools? UCLA

What does this mean for the district and its schools? UCLA What does this mean for the district and its schools? Current Situation at All Levels in the Educational System with Respect to Student/Learning Supports Marginalization UCLA

What does this mean for the district and its schools? UCLA What does this mean for the district and its schools? Current Situation at All Levels in the Educational System with Respect to Student/Learning Supports Marginalization Fragmentation UCLA

What does this mean for the district and its schools? UCLA What does this mean for the district and its schools? Current Situation at All Levels in the Educational System with Respect to Student/Learning Supports Marginalization Fragmentation Poor Cost-Effectiveness (up to 25% of a school budget used in too limited and often redundant ways) UCLA

What does this mean for the district and its schools? UCLA What does this mean for the district and its schools? Current Situation at All Levels in the Educational System with Respect to Student/Learning Supports Marginalization Fragmentation Poor Cost-Effectiveness (up to 25% of a school budget used in too limited and often redundant ways) Counterproductive Competition for Sparse Resources (among school support staff and with community-based professionals who link with schools) UCLA

We have to do everything on a shoestring. \ Are you saying you UCLA With all the budget problems, We have to do everything on a shoestring. \ Are you saying you \ still have a shoestring? / UCLA

What’s the community doing? UCLA What’s the community doing? UCLA

AGENCY REFORM Restructuring and Reforming UCLA AGENCY REFORM Restructuring and Reforming Community Health and Human Services UCLA

The intent of current agency reform policy – >end fragmentation 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 UCLA

>doesn’t integrate with school’s efforts to 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 UCLA

It is important to remember that Community Agency Reform UCLA It is important to remember that Community Agency Reform is not the same thing as Strengthening Communities UCLA

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

• The emphasis is mainly on interagency collaboration. UCLA • The major intent of agency reform is to restructure services to reduce fragmentation. • The emphasis is mainly on interagency collaboration. UCLA

• The emphasis is mainly on interagency collaboration. 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. UCLA

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

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

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 UCLA

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

The need is for a comprehensive system of learning supports that 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 UCLA

What are the many external and internal barriers In your handout, we have put some key questions we hope you are thinking about at this point. Before we take a break, let’s briefly hear your thoughts about the first question: 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? UCLA

System of Learning Supports Next: We turn to four fundamental, interrelated concerns involved in moving forward to develop a Comprehensive System of Learning Supports UCLA

Four Fundamental and Interrelated Concerns UCLA Four Fundamental and Interrelated Concerns Policy Revision Framing Interventions to Address Barriers to Learning and Teaching into a Comprehensive System of Interventions Rethinking Organizational and Operational Infrastructure Developing Systemic Change Mechanisms for Effective Implementation, Sustainability, and Replication to Scale UCLA

We begin discussing these fundamental concerns by clarifying a way to UCLA We begin discussing these fundamental concerns by clarifying a way to frame interventions as a comprehensive system for addressing barriers to learning and teaching and re-engaging disconnected students UCLA

II. What is a System of Learning Supports? Rethinking Intervention UCLA II. What is a System of Learning Supports? Rethinking Intervention UCLA

>Major examples of intervention activity 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 UCLA

Prevention of Problems (System of Prevention) UCLA A Sequential Approach Promoting learning & Healthy Development plus Prevention of Problems (System of Prevention) as necessary Intervening as early after onset of problems as is feasible (System of Early Intervention) as necessary Specialized assistance for those with severe, pervasive, or chronic problems (System of Care) UCLA

Defining Learning Supports 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. UCLA

UCLA Framing a Comprehensive System of Learning Supports to Address Barriers to Learning UCLA

Meeting the needs of all students requires >promoting assets 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 UCLA

UCLA A system of learning supports frames both an intervention continuum & delineated arenas of content UCLA

Continuum—Interconnected Systems for UCLA 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) 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) UCLA

Categories of Basic Content Arenas for UCLA Categories of Basic Content Arenas for Learning Supports Intervention UCLA

Categories of Basic Content Arenas for UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning UCLA

Categories of Basic Content Arenas for UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention UCLA

Categories of Basic Content Arenas for UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Support for Transitions UCLA

Categories of Basic Content Arenas for UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Support for Transition Home involvement & Engagement In Schooling UCLA

Categories of Basic Content Arenas for UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Support for Transition Community Outreach Home involvement &t Engagement In Schooling UCLA

Categories of Basic Content Arenas for UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Student & Family Assistance Support for Transition Community Outreach Home involvement &t Engagement In Schooling UCLA

Categories of Basic Content Arenas for UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Student & Family Assistance Infrastructure >leadership >resource- oriented mechanisms Support for Transition Community Outreach Home involvement &t Engagement In Schooling UCLA

Major Examples of Activity in Each of the Six Basic Content Arenas UCLA Major Examples of Activity in Each of the Six Basic Content Arenas UCLA

Classroom-Based Enabling & 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 UCLA

Classroom-Based Enabling (cont.) 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 UCLA

Crisis Assistance and Prevention UCLA Crisis Assistance and Prevention FOCUS School-wide and classroom-based efforts for >responding to crises >minimizing the impact of crises >preventing crises UCLA

Crisis Assistance and Prevention 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 UCLA

FOCUS Support for Transitions 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 UCLA

Support for Transitions 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 UCLA

Home Involvement in Schooling 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 UCLA

Home Involvement in Schooling 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 UCLA

and Support (including Volunteers) UCLA Community Outreach for Involvement and Support (including Volunteers) FOCUS Building linkages and collaborations to strengthen students, schools, families, and neighborhoods UCLA

Community Outreach for Involvement and Support (including Volunteers) UCLA Community Outreach for Involvement and 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 UCLA

Student and Family Assistance UCLA Student and Family Assistance FOCUS Specialized assistance provided through personalized health and social service programs UCLA

Student and Family Assistance UCLA • 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 Student and Family Assistance UCLA

An intervention for systemic change 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 UCLA

Combined Continuum and Content Arenas 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 Classroom-Focused Enabling Crisis/ Emergency Assistance & Prevention Support for transitions Content Arenas Home Involvement in Schooling Community Outreach/ Volunteers Student & Family Assistance UCLA

Specialized Assistance & other intensive interventions UCLA System of Learning Supports is Designed to Produce a Declining Proportion of Students Needing Special Assistance Systems for Promoting Healthy Development & Preventing Problems Levels Systems for Early Intervention (early-after problem onset) (a)* Systems of Care (b)* Intervention Content Arenas (c)* (d)* (e)* Specialized Assistance & other intensive interventions (f)* Accommodations for differences & disabilities (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 UCLA

The framework is meant to guide development of a comprehensive system of learning supports as a primary and essential component of school improvement. Such an enabling component is meant to: (1) address interfering factors and (2) re- engage students in classroom instruction UCLA

What’s Missing? Range of Learners Instructional Component Classroom UCLA What’s Missing? Range of Learners Instructional Component Classroom Teaching + Enrichment Activity I = Motivationally ready and able Not very motivated/ lacking prerequisite II = skills/ different rates & styles/ minor vulnerabilities III = Avoidant/ very deficient in capabilities No barriers Desired Outcomes (High Expectations & Accountability) Barriers To Learning, Development, Teaching (High Standards) UCLA

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

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

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. UCLA

operational infrastructure considerations UCLA Next: An overview of operational infrastructure considerations UCLA

Activity Mapping and analyzing resources UCLA Activity Mapping and analyzing resources with a view to developing a cost-effective comprehensive system of learning supports UCLA

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

Overview >Levels for Infrastructure Development UCLA Overview >Levels for Infrastructure Development >Key Mechanisms for a Component >What the infrastructure look like at most schools >Example: 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 UCLA

Structure Follows Function! UCLA 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! UCLA

What the student support infrastructure UCLA 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) UCLA

School Mechanisms for an Enabling or Learning Supports Component UCLA School Mechanisms for an Enabling or Learning Supports 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 UCLA

Example of an Integrated Infrastructure at the School Level UCLA Example of an Integrated Infrastructure at the School Level Instructional Component Learning Supports or Enabling Component Leadership for instruction Leadership for Learning Supports School Improvement Team Learning Supports Resource Team Management/Governance Component moderate problems Management/ Governance Administrator severe problems Work Groups Resource- Oriented Mechanisms Case- Oriented Mechanisms UCLA

Leadership Beyond the School for Enhancing a UCLA 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) UCLA

Enhancing a System of Learning Supports: UCLA Enhancing a System of Learning Supports: Connecting Resources Across a Family of Schools, a District, and Community-Wide Learning Supports Resource Team High Schools Learning Supports Resource Team Learning Supports Resource Team Learning Supports Resource Team Learning Supports Resource Team Learning Supports Resource Team Middle Schools Elementary Schools Learning Supports Resource Team Learning Supports Resource Team Learning Supports Resource Team 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 UCLA

UCLA 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 School Improvement Planning Team Superintendent’s Cabinet Leader for Instructional Component (e.g., asst.sup.) Leader for Learning Supports Component (e.g., asst.sup.) Instructional Component Cabinet (e.g., component leader and leads for all content areas Leader for Management/ Governance Component (e.g., Asst. Sup.) Learning supports Cabinet (e.g., component leader and leads for all six content arenas) Leads for Content Arenas Content Arena Work Groups Leads for Content Arenas Content Arena Work Groups Leads, Teams, and Work Groups Focused on Governance/Management UCLA

Learning Supports Resource Team UCLA Assign Leadership and Develop a Learning Supports Resource Team UCLA

UCLA 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 UCLA

Learning Supports Staff at a School* UCLA 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 services and times available UCLA

A Learning Support Resource Team UCLA A Learning Support Resource Team Schools say: “We already have a team” But is it Resource-oriented? What you probably have is a Case-Oriented Team (Focused on specific individuals and discrete services) What you also need is a a Resource-Oriented Team (Focused on all students and the resources, programs, and systems to address barriers to learning & promote healthy development) UCLA

A Resource-oriented Team UCLA 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 UCLA

A Resource-oriented Team UCLA 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" UCLA

Sure! Collaboration is an unnatural act between nonconsenting adults. UCLA Can you define collaboration for me? \ Sure! Collaboration is an unnatural act between nonconsenting adults. / UCLA 117

About Developing an Effective School-Community Collaborative UCLA 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. UCLA

• Collaboration is not about meeting. It is about UCLA • 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). UCLA

About the Functions of a School-Community Collaborative UCLA 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” UCLA

About Collaborative Infrastructure UCLA About Collaborative Infrastructure Basic Elements Who should be at the table? steering >families group >schools >communities collab. body ad hoc work groups Connect Collaboratives at All Levels UCLA

Expanded Elements steering group standing work group UCLA 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 UCLA

• Operational infrastructure at all levels needs to be reworked to UCLA 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 UCLA

What does the operational infrastructure look like at UCLA Activity Looking at the schools you know – What Does the Operational Infrastructure Look Like? What does the operational infrastructure look like at the district level? In thinking about this, see the tool entitled: “Infrastructure: Is What We Have What We Need?” UCLA

Next: A look at the topic of intrinsic motivation UCLA Next: A look at the topic of intrinsic motivation UCLA

IV. Intrinsic Motivation: Engaging and Re-engaging Students, UCLA IV. Intrinsic Motivation: Engaging and Re-engaging Students, Families, & Staff UCLA

• Understanding Intrinsic Motivation • A Caution about Overreliance UCLA Overview • Understanding Intrinsic Motivation • A Caution about Overreliance on Extrinsics • A Focus on Re-engagement in School Learning UCLA

Engaging & Re-engaging Students UCLA Engaging & Re-engaging Students For students, family members, staff, or any other school stakeholders, concerns about engaging, re-engaging, and maintaining engagement are central to effective schooling. Given this, it is surprising how little attention has been paid to the topic of intrinsic motivation in discussions of school improvement. UCLA

Engaging & Re-engaging Students UCLA Engaging & Re-engaging Students The following quick and simplified overview is meant to encourage a greater emphasis on these matters. The focus here is mainly on students, but extrapolation to staff, family members and other stakeholders should be easy. UCLA

GOSH MS. THOMPSON, I WAS READY TO UCLA GOSH MS. THOMPSON, I WAS READY TO LEARN MATH YESTERDAY. TODAY I’M READY TO LEARN TO READ. UCLA

Understanding Intrinsic Motivation UCLA Understanding Intrinsic Motivation is essential to addressing the problem of student engagement and re-engagement in classroom learning. And, it is an essential concern in dealing with misbehavior UCLA

Can you translate the following formula? UCLA Can you translate the following formula? E x V = M UCLA

If the equation stumped you, don't be surprised. UCLA If the equation stumped you, don't be surprised. The main introduction to motivational thinking that many people have been given in the past involves some form of reinforcement theory (which essentially deals with extrinsic motivation). Thus, all this may be new to you, even though motivational theorists have been wrestling with it for a long time, and intuitively, you probably understand much of what they are talking about. UCLA

Expectancy times value UCLA Translation: Expectancy times value equals motivation UCLA

UCLA • “E” represents an individual's expectations about outcome (in school this often means expectations of success or failure). • “V” represents valuing, with valuing influenced by both what is valued intrinsically and extrinsically. Thus, in a general sense, motivation can be thought of in terms of expectancy times valuing. UCLA

This understanding of human UCLA Such theory recognizes that human beings are thinking and feeling organisms and that intrinsic factors can be powerful motivators. This understanding of human motivation has major implications for learning, teaching, parenting, and mental health interventions. UCLA

E x V = 0 x 1.0 = Applying the paradigm: Do the math. UCLA Applying the paradigm: Do the math. E x V = 0 x 1.0 = What are the implications? UCLA

(which we need not discuss here), I know I won’t be able to do it. UCLA Within some limits (which we need not discuss here), low expectations (E) and high valuing (V) produce relatively weak motivation. I know I won’t be able to do it. UCLA

1.0 x 0 = Now, what about this? E x V = What are the implications? UCLA Now, what about this? E x V = 1.0 x 0 = What are the implications? UCLA

High expectations paired with low valuing UCLA High expectations paired with low valuing also yield low approach motivation. Thus, the oft-cited remedial strategy of guaranteeing success by designing tasks to be very easy is not as simple a recipe as it sounds. UCLA

Indeed, the approach is likely to fail if the UCLA . Indeed, the approach is likely to fail if the outcome is not valued or if the tasks are experienced as too boring or if doing them is seen as too embarrassing. In such cases, a strong negative value is attached to the activities, and this contributes to avoidance motivation. It’s not worth doing! UCLA

"I know I won't be able to do it." UCLA Two common reasons people give for not bothering to learn something are “It's not worth it" "I know I won't be able to do it." UCLA

energy spent on an activity seems dependent on how much the activity UCLA In general, the amount of time and energy spent on an activity seems dependent on how much the activity is valued by the person and on the person's expectation that what is valued will be attained without too great a cost. UCLA

Overreliance on Extrinsics: UCLA Overreliance on Extrinsics: a Bad Match UCLA

Overreliance on Extrinsics: a Bad Match UCLA Overreliance on Extrinsics: a Bad Match Throughout this discussion of valuing and expectations, the emphasis has been on the fact that motivation is not something that can be determined solely by forces outside the individual. UCLA

Overreliance on Extrinsics: a Bad Match UCLA Overreliance on Extrinsics: a Bad Match Others can plan activities and outcomes to influence motivation and learning; however, how the activities and outcomes are experienced determines whether they are pursued (or avoided) with a little or a lot of effort and ability. Understanding that an individual's perceptions can affect motivation has led researchers to important findings about some undesired effects resulting from over-reliance on extrinsics. UCLA

Extrinsic Rewards Undermine Intrinsic Motivation UCLA Extrinsic Rewards Undermine Intrinsic Motivation Over the past 20 years, nearly 100 published experiments have provided support for early studies indicating that extrinsic rewards can undermine people’s intrinsic motivation for the rewarded activity. This finding has been interpreted as stemming from people coming to feel controlled by the rewards. [Excerpted from: The Rewards Controversy discussion highlighting the controversy and the research – on the University of Rochester Self Detemination Theory website – http://www.psych.rochester.edu/SDT/cont_reward.html ] UCLA

Intrinsic Motivation – Intervention Considerations UCLA Intrinsic Motivation – Intervention Considerations Think in terms of Maximizing feelings of >>Self-determination >>Competency >>Connectedness to others UCLA

Intrinsic Motivation – Intervention Considerations UCLA Intrinsic Motivation – Intervention Considerations Think in terms of Minimizing threats to feelings of: >>Self-determination >>Competency >>Connectedness to others UCLA

Intrinsic Motivation – Intervention Considerations UCLA Intrinsic Motivation – Intervention Considerations Think in terms of Minimizing strategies designed only for social control and increasing • options • choice • involvement in decision making UCLA

Some Guidelines for Strategies that Capture UCLA Some Guidelines for Strategies that Capture An Understanding of Intrinsic Motivation • minimize coercive interactions UCLA

Some Guidelines for Strategies that Capture UCLA Some Guidelines for Strategies that Capture An Understanding of Intrinsic Motivation • minimize coercive interactions • facilitate students’ desire and ability to share their perceptions readily (to enter into dialogues with the adults at school) UCLA

Some Guidelines for Strategies that Capture UCLA Some Guidelines for Strategies that Capture An Understanding of Intrinsic Motivation • minimize coercive interactions • facilitate students’ desire and ability to share their perceptions readily (to enter into dialogues with the adults at school) • emphasize real life interests and needs UCLA

Some Guidelines for Strategies that Capture UCLA Some Guidelines for Strategies that Capture An Understanding of Intrinsic Motivation • minimize coercive interactions • facilitate students’ desire and ability to share their perceptions readily (to enter into dialogues with the adults at school) • emphasize real life interests and needs • stress real options and choices and a meaningful role in decision making UCLA

Some Guidelines for Strategies that Capture UCLA Some Guidelines for Strategies that Capture An Understanding of Intrinsic Motivation • minimize coercive interactions • facilitate students’ desire and ability to share their perceptions readily (to enter into dialogues with the adults at school) • emphasize real life interests and needs • stress real options and choices and a meaningful role in decision making • provide enrichment opportunities (and be sure not to withhold them as punishment) UCLA

Some Guidelines for Strategies that Capture UCLA Some Guidelines for Strategies that Capture An Understanding of Intrinsic Motivation • minimize coercive interactions • facilitate students’ desire and ability to share their perceptions readily (to enter into dialogues with the adults at school) • emphasize real life interests and needs • stress real options and choices and a meaningful role in decision making • provide enrichment opportunities (and be sure not to withhold them as punishment) • provide a continuum of structure UCLA

I don’t want to go to school. It’s too hard and the kids UCLA I don’t want to go to school. It’s too hard and the kids don’t like me. \ That’s too bad, \ but you have to go – \ you’re the Principal! / UCLA

Why is it important to minimize a heavy emphasis on social control UCLA Why is it important to minimize a heavy emphasis on social control and coercive procedures? Those in control say: You can’t do that … You must do this … UCLA

Psychological Reactance. UCLA Kids think and often say as they react overtly or covertly Oh, you think so! This is called Psychological Reactance. UCLA

» When people perceive their freedom is threatened, UCLA » When people perceive their freedom is threatened, they experience psychological reactance, which motivates them to act in ways that can restore the threatened sense of freedom. » With prolonged denial of freedom, reactance diminishes and people become amotivated – feeling helpless and ineffective. UCLA

A growing research literature is addressing these matters. UCLA About School Engagement & Re-engagement A growing research literature is addressing these matters. For example, see: “School Engagement: Potential of the Concept, State of the Evidence” (2004) by J. Fredricks, P. Blumenfeld, & A. Paris. Review of Educational Research, 74, 59-109. UCLA

Researchers conclude: UCLA Researchers conclude: Engagement is associated with positive academic outcomes, including achievement and persistence in school; and it is higher in classrooms with supportive teachers and peers, challenging and authentic tasks, opportunities for choice, and sufficient structure. UCLA

Engagement is defined in UCLA Engagement is defined in three ways in the research literature: UCLA

Behavioral engagement UCLA Behavioral engagement Draws on the idea of participation; it includes involvement in academic and social or extracurricular activities and is considered crucial for achieving positive academic outcomes and preventing dropping out. UCLA

UCLA Emotional engagement Encompasses positive and negative reactions to teachers, classmates, academics, and school and is presumed to create ties to an institution and influence willingness to do the work. UCLA

Cognitive engagement Draws on the idea of investment; UCLA Cognitive engagement Draws on the idea of investment; it incorporates thoughtfulness and willingness to exert the effort necessary to comprehend complex ideas and master difficult skills. UCLA

UCLA >A Key Outcome of Engagement is Higher Achievement. The evidence from a variety of studies is summarized to show that engagement positively influences achievement >A Key Outcome of Disengagement is Dropping Out. The evidence shows behavioral disengagement is a precursor of dropping out. UCLA

Antecedents of Engagement UCLA Antecedents of Engagement Antecedents can be organized into: • School level factors: voluntary choice, clear and consistent goals, small size, student participation in school policy and management, opportunities for staff and students to be involved in cooperative endeavors, and academic work that allows for the development of products • Classroom Context: Teacher support, peers, classroom structure, autonomy support, task characteristics • Individual Needs: Need for relatedness, need for autonomy, need for competence UCLA

Measurement of Engagement UCLA Measurement of Engagement • Behavioral Engagement: conduct, work involvement, participation, persistence, (e.g., completing homework, complying with school rules, absent/tardy, off-task) • Emotional Engagement: self-report related to feelings of frustration, boredom, interest, anger, satisfaction; student-teacher relations; work orientation • Cognitive Engagement: investment in learning, flexible problems solving, independent work styles, coping with perceived failure, preference for challenge and independent mastery, commitment to understanding the work UCLA

Four general strategies UCLA Working with Disengaged Students Four general strategies UCLA

Clarifying student perceptions of the problem – UCLA Clarifying student perceptions of the problem – Talk openly with students about why they have become disengaged so that steps can be planned for how to alter the negative perceptions of disengaged students and prevent others from developing such perceptions. UCLA

(2) Reframing school learning – UCLA (2) Reframing school learning – Major reframing in teaching approaches is required so that these students (a) view the teacher as supportive (rather than controlling and indifferent) and (b) perceive content, outcomes, and activity options as personally valuable and obtainable. UCLA

It is important, for example, UCLA It is important, for example, >to eliminate threatening evaluative measures; >reframe content and processes to clarify purpose in terms of real life needs and experiences and underscore how it all builds on previous learning; >clarify why procedures are expected to be effective – especially in helping correct specific problems. UCLA

(3) Renegotiating involvement in school learning – UCLA (3) Renegotiating involvement in school learning – New and mutual agreements must be developed and evolved over time through conferences with the student and where appropriate including parents. The intent is to affect perceptions of choice, value, and probable outcome. UCLA

(4) Reestablishing and maintaining an appropriate working relationship UCLA (4) Reestablishing and maintaining an appropriate working relationship (e.g., through creating a sense of trust, open communication, providing support and direction as needed). UCLA

The focus throughout is on clarifying UCLA The focus throughout is on clarifying awareness of valued options, enhancing expectations of positive outcomes, and engaging the student in meaningful, ongoing decision making. For the process to be most effective, students should be assisted in sampling new processes and content, options should include valued enrichment opportunities, and there must be provision for reevaluating and modifying decisions as perceptions shift. UCLA

UCLA To maintain re-engagement and prevent disengagement, the above strategies must be pursued using processes and content that: UCLA

UCLA • minimize threats to feelings of competence, self-determination, and relatedness to valued others UCLA

UCLA • maximize such feelings (included here is an emphasis on a school taking steps to enhance public perception that it is a welcoming, caring, safe, and just institution) UCLA

UCLA • guide motivated practice (e.g., providing opportunities for meaningful applications and clarifying ways to organize practice) UCLA

UCLA • provide continuous information on learning and performance in ways that highlight accomplishments UCLA

UCLA • provide opportunities for continued application and generalization (e.g., ways in which students can pursue additional, self-directed learning or can arrange for additional support and direction). UCLA

I suspect that many children would learn arithmetic, UCLA I suspect that many children would learn arithmetic, and learn it better, if it were illegal. John Holt UCLA

How to engage youngsters in productive dialogues UCLA Talking with Kids How to engage youngsters in productive dialogues 1. Create the context for dialogue >Create a private space and a climate where the youngster can feel it is safe to talk >Clarify the value of keeping things confidential >Pursue dialogues when the time, location, and conditions are right. UCLA

to whom it is worth talking >Respond with empathy, warmth, UCLA 2. Establish credibility as someone to whom it is worth talking >Respond with empathy, warmth, and nurturance >Show genuine regard and respect >Use active and undistracted listening UCLA

>Avoid interruptions >Start slowly, avoid asking questions, UCLA 3. Facilitate talk: be an active listener >Avoid interruptions >Start slowly, avoid asking questions, and minimize pressure to talk >Encourage the youngster to take the lead Remember: short periods of silence are part of the process and should be accommodated. UCLA

• Understanding Intrinsic Motivation is essential to enhancing UCLA To Recap: • Understanding Intrinsic Motivation is essential to enhancing engagement and re-engaging those who have become disengaged UCLA

to promote generalization and maintenance of what is learned UCLA To Recap: • Overreliance on extrinsics can undermine efforts to enhance engagement in learning and to promote generalization and maintenance of what is learned UCLA

(a) those that seem to threaten and (b) those that seem to enhance UCLA Activity Analyze school practices to identify (a) those that seem to threaten and (b) those that seem to enhance >feelings of competence >self-determination >relatedness to staff and peers UCLA

A look at what’s involved in getting from here to there UCLA Next: A look at what’s involved in getting from here to there UCLA

Getting from Here to There? UCLA What’s Involved in Getting from Here to There? UCLA

Understanding Processes and Problems Related to System Transformation as a Basis for Strategic Planning and Sustainable Implementation UCLA

Overview Systematic Change in the Context of School Transformation UCLA Overview Systematic Change in the Context of School Transformation Expanded Frameworks for School Improvement Policy & Accountability Phasing in: Overview of Major Phases and Steps in Establishing a Comprehensive System of Learning Supports Examples of Functions & tasks for the First and Second Phases Some Key Mechanisms Linked Logic Models UCLA

How do we get from here to there? UCLA How do we get from here to there? Is this your systemic change process? UCLA

The real difficulty in changing the course of any enterprise lies UCLA The real difficulty in changing the course of any enterprise lies not in developing new ideas but in escaping old ones. John Maynard Keynes UCLA

Implementing innovation = Systemic change = Escaping old ideas UCLA Implementing innovation = Systemic change = Escaping old ideas UCLA

\ But unfortunately, our grant \ ends in three months. / UCLA I think we’re finally making progress \ But unfortunately, our grant \ ends in three months. / UCLA 197

Expanded Frameworks for School Improvement Policy and Accountability UCLA

when the need directly affects learning, 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. Carnegie Task Force on Education UCLA

achieving the vision of an American education The Council of Chief State School Officers has adopted the following as the organization’s mission statement: CCSSO, through leadership, advocacy, and service, assists chief state school officers and their organizations in achieving the vision of an American education system that enables all children to succeed in school, work, and life. UCLA

AASA as part of its Educating the Total Child initiative stresses: Only when children have support for all their needs will schools have a real chance of helping every student master required education concepts and skills. UCLA

Moving from a Two- to a Three-component UCLA Moving from a Two- to a Three-component Framework for School Improvement Current State of Affairs Direct Facilitation of Learning & Development 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. Instructional/ Developmental Component Management Component Governance and Resource Management UCLA

Moving from a Two- to a Three-component UCLA Moving from a Two- to a Three-component Framework for School Improvement Moving toward a Comprehensive System of Learning Supports Direct Facilitation of Learning & Development Addressing Barriers to Learning & Teaching Instructional/ Developmental Component Learning Supports Component Management Component Governance and Resource Management UCLA

Policy Umbrella for School Improvement Planning Related to UCLA Policy Umbrella for School Improvement Planning Related to Addressing Barriers to Learning Direct Facilitation of Learning (Instructional Component) Addressing Barriers to Learning/Teaching (Enabling or Learning Supports 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 >student & 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 204

UCLA Expanding the Framework for School Accountability to Encompass an Enabling or Learning Supports Component Indicators of Positive Learning and Development High Standards for Academics >measures of cognitive achievements High Standards for Learning/Development Related to Social & Personal Functioning >measures of engagement and social emotional learning "Community Report Cards" >increases in positive indicators >decreases in negative Benchmark Indicators of Progress in Addressing Barriers & (Re-)engaging Students in Classroom Learning High Standards for Enabling Learning and Development >measures of effectiveness in addressing barriers >increased attendance & family involvement >reduced tardies & misbehavior and bullying >fewer inappropriate referrals for specialized assistance & special education >fewer suspensions & dropouts UCLA

Orientation: Creating Readiness & Commitment Second Phase – UCLA Phasing in: Overview of Major Phases and Steps in Establishing a Comprehensive System of Learning Supports First Phase – Orientation: Creating Readiness & Commitment Second Phase – Start-up and Phase-in: Building Infrastructure and Capacity Third Phase – Sustaining, Evolving, and Enhancing Outcomes Fourth Phase – Replication to Scale and Generating Creative Renewal UCLA

Examples of Functions & Tasks for First and Second Phases UCLA

First Phase Examples – Creating Readiness and Commitment Introduce basic ideas to relevant groups of stakeholders to build interest and consensus for the work and to garner feedback and support Establish a policy framework and obtain leadership commitment – the leadership should make a commitment to adopt a comprehensive system for addressing barriers to learning and teaching as a primary and essential component of school improvement Identify a leader (equivalent to the leader for the instructional component) to ensure policy commitments are carried out for establishing the new component UCLA

Second Phase Examples – Start-up and Phase-in: Building Infrastructure and Capacity Establish and prepare temporary mechanisms to facilitate transformation (external partners for guiding change, steering, leader, organization change facilitators) Formulate specific start-up and phase-in action plan Formative evaluation process to monitor and guide progress UCLA

Some Key Process Functions > Ongoing planning > Facilitating communication > Information management > Problem solving UCLA

Some Key Mechanisms Governance External partners body for guiding Steering transformation body Transformation Leader & change agent staff including mentors & coaches UCLA

About Designated Agents for Change UCLA About Designated Agents for Change Those designated specifically to facilitate the process of systemic transformation must have sufficient change agent understanding and skills and indepth understanding of a Comprehensive System of Learning Supports at school, family of schools, and district levels. Because the process involves significant organizational change, those assuming this role must understand the organization’s culture and politics and have full administrative support for facilitating change. Example: An Organization Facilitator UCLA

>At the School Level >At the Complex Level UCLA Organization Facilitator: A Temporary Change Agent Mechanism >At the School Level >At the Complex Level UCLA

EXAMPLES OF WHAT CHANGE AGENTS DO UCLA EXAMPLES OF WHAT CHANGE AGENTS DO • Promote commitment to vision and outcomes – (“social marketing” of broad vision from day one) • Facilitate initial and ongoing refinement of agreements – on program content, strategies, and system changes • Facilitate strategic & action planning for start-up and phase-in • Facilitate reworking of operational infrastructure • Build Capacity -- coach, mentor, teach (create a good fit by matching motivation and capability) • Facilitate formative evaluation • Ensure a focus on sustainability and scale-up UCLA

Steering the Transformation with the Support of External Partners External partners help with system transformation by (1) clarifying prototypes for > transformation design > getting from here to there strategically (2) guiding facilitation of the design process (3) guiding facilitation of the strategic planning process (4) guiding facilitation of capacity building through each phase UCLA

Linked Logic Models: Understanding the Linkages between UCLA Linked Logic Models: Understanding the Linkages between (a) desired school transformations and (b) getting from here to there UCLA

for applying a prototype evaluation and accountability UCLA Linked Logic Models: School Improvement and System Transformation • desired interventions • “getting from here to there” (e.g., systemic changes) Vision/ Mission/ Aims/ Rationale for applying a prototype In real world settings General Functions & Major Tasks, Activities, & Phases for pursuing desired organization Improvements In keeping with mission Resources to be (re)deployed and woven together for pursuing desired Organization improvements Infrastructure & Strategies Interconnected mechanisms for implementing functions & accomplishing intended outcomes Positive & Negative Outcomes Formative/summative evaluation and accountability Prototype Outcome Indicators Short- Intermed. Long- term term (benchmarks) UCLA

evaluation and accountability Temporary mechanisms to UCLA Linked Logic Models: School Improvement and Systemic Transformations • desired interventions • “getting from here to there” (e.g., systemic changes) Vision/Aims/ Rationale for applying a prototype In a real world setting General Functions & Major Tasks, Activities, & Phases for pursuing desired school improvements Resources to be (re)deployed and woven together for pursuing desired School improvements Infrastructure & Strategies Interconnected mechanisms for implementing functions & accomplishing intended outcomes Positive & Negative Outcomes Formative/summative evaluation and accountability School Improvement Outcome Indicators Short- Intermed. Long- term term (benchmarks) for systemic changes to accomplish the above (e.g., image of future system; understanding of how organizations change) to be (re)deployed for pursuing necessary systemic changes Interconnected Temporary mechanisms to guide and facilitate Systemic changes (e.g., leadership for change, steering group, organization facilitators) Systemic change Outcome Indicators Short- Intermed. Long- term term (benchmarks) for pursuing necessary systemic changes UCLA

UCLA To Recap: Efforts to establish and sustain a Learning Supports Component must be designed and implemented in ways that • integrate the Component fully with the instructional mission and avoid project mentality • ensure someone is taking responsibility for facilitating the enhancement of motivational readiness for change UCLA

are based on existing resources UCLA To recap: • use all available, relevant data and other information related to needs, resource use, cost-effectiveness, etc. in clarifying why proposed changes are essential and feasible • emphasize redeployment of current resources so that as many recommendations as feasible are based on existing resources • establish a high level cadre of “champions” to advocate for, steer, and expedite systemic changes and replication to scale UCLA

UCLA Next: Team Planning for Next Steps UCLA

Template to Stimulate Planning of Next Steps Presentation to district office staff and other key stakeholders of basic ideas about developing a comprehensive system of learning supports Establish an administrative leader and steering team (e.g., a Learning Supports Resource Team) and charge them with the multi-year development of a sustainable comprehensive system of learning supports Leader establishes a work group to review design prototype and adapt it into a district design document (cont.) UCLA

4. Superintendent and learning supports administrative leader present the design to the school board and then communicate it throughout the district (emphasizing its transformative intent) 5. Superintendent fully integrates this system for addressing barriers to learning and teaching into district policy as a primary and essential component of school improvement (with accountability indicators directly focused on what the component is designed to do in the initially and over time) 6. Learning supports administrator establishes a workgroup to review and adapt the prototype for a multi-year strategic plan for rolling out and sustaining the system (i.e., produces a strategic plan covering the systemic change phases and tasks – including plans for an operational and systemic change infrastructure, capacity building, and evaluation – formative and summative) 7. Learning supports administrator establishes a workgroup to prepare an action plan for year 1 implementation UCLA