1 New Directions for Student & Learning Supports Developing a Unified & Comprehensive System of Learning Supports to Address Barriers to Learning and Teaching & Re-engage Disconnected Students

2 Some Major Concerns  High student dropout rates  High teacher turnover  Continuing achievement gap  So many schools designated as low performing  High stakes testing is taking its toll  Overcoming the Plateau effect Teachers shouldn’t be expected to do it alone! I.Why is a system of learning supports imperative for school improvement policy?

UCLA When it comes to policy, the Carnegie Task Force on Education has stressed: 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.

4 The Challenge: Barriers to Learning/Development/Parenting/Teaching Range of Learners Motivationally ready and able Not very motivated/ lacking prerequisite skills/ different rates & styles/ minor vulnerabilities Avoidant/ very deficient in capabilities No barriers Barriers to Learning, Development, Parenting, Teaching Traditional Parenting & Teaching Desired Outcomes

5 For most youngsters, it’s more about  Environmental Conditions  Neighborhood  Family  School and Peers than about  Individual deficits And, of course, a holistic approach emphasizes >Protective Buffers (strengths, resiliency) >Promoting Full Development Stressing the Full Range of Barriers to Learning/Development/Parenting/Teaching

What has been the long-standing approach to student problems in districts and schools? 6

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

8 What this means for systemic change: Current situation is that the efforts to provide supports to address barriers are Marginalized in policy and practice. This leads to  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)

9 Why the Marginalization? A Policy Problem Direct Facilitation of Learning & Development Instructional / Developmental Component Management Component Governance and Resource Management Safe schools & Some Student & Family Assistance Besides offering a small amount of school-owned student "support” services, schools outreach to the community to add a few school-based / linked services.

II. Expanding School Improvement Policy & Reframing Student and Learning Supports Clearly, there are some student and learning supports; what’s missing is a dedicated, unified, and comprehensive component directly focused on: (1) addressing barriers to learning and teaching AND (2) re-engaging students who have become disconnected from classroom instruction and schools 10

UCLA Governance and Resource Management (Management Component) The need is to move from the prevailing two-component policy framework to a three-component framework to develop a unified and comprehensive system of supports Addressing Barriers to Learning/Teaching (Enabling or Learning Supports Component) Direct Facilitation of Learning (Instructional 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

Toward a Unified & Comprehensive System of Interventions 12

13 A Unifying Concept for Working with Schools Range of Learners No barriers Barriers To Learning, Development, Teaching Instructional Component Classroom Teaching + Enrichment Activity Desired Outcomes (High Expectations & Accountability) (High Standards) Motivationally ready and able Not very motivated/ lacking prerequisite skills/ different rates & styles/ minor vulnerabilities Avoidant/ very deficient in capabilities Enabling or Learning Supports Component (1)Addressing Interfering Factors (2) Re-engaging Students in Classroom Instruction

A Comprehensive Intervention Framework Consists of a full Continuum of Interventions & An organized and delimited set of Content Arenas 14

15 Levels of Intervention Continuum: Interconnected Subsystems for Meeting the Needs of All Students 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) School Resources (facilities, stakeholders, programs, services) Community Resources (facilities, stakeholders, programs, services) See examples available from UCLA Center See examples available from UCLA Center

16 Categories of Basic Content Arenas for Student/Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis Assistance & Prevention Support for Transitions Home Involvement / Engagement in Schooling Student & Family Assistance Community Support Operational Infrastructure >Component Leadership >team & workgroups See Examples & Surveys from UCLA Center

17 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 Content Arenas Classroom- Focused Enabling Crisis Assistance & Prevention Support for Transitions Home Engagement in Schooling Community Support Student & Family Assistance Activity: Mapping & Analyzing Learning Supports

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

19 “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

20 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 toolkit to help design and implement a unified & comprehensive learning supports system, and more...

21 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: *More extensive powerpoint presentations are available at A one hour webinar is online at lsr.php?AT=pb&SP=TC&rID= &rKey=09f14db0881f5159&act=pb