1. UCLA
Leadership Institute Addressing Barriers to Learning & Teaching and Re-engaging Disconnected Students
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2. We just missed the school bus.
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We just missed the school bus.
\ Don’t worry. I heard the principal say
\ no child will be left behind. /
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3. Feel free to use any handout as is or by adapting them.
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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.
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4. 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
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5. Topics IV. Intrinsic Motivation: Engaging and Re-engaging
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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
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6. Learning Supports Imperative for
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I. Why is a System of
Learning Supports Imperative for
School Improvement?
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7. 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.
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8. The limited focus contributes to:
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The limited focus contributes to:
High Student Dropout Rates
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9. The limited focus contributes to:
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The limited focus contributes to:
High Student Dropout Rates
High Teacher Dropout Rates
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10. The limited focus contributes to:
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The limited focus contributes to:
High Student Dropout Rates
High Teacher Dropout Rates
Continuing Achievement Gap
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11. The limited focus contributes to:
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The limited focus contributes to:
High Student Dropout Rates
High Teacher Dropout Rates
Continuing Achievement Gap
So Many Schools Designated as Low Performing
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12. The limited focus contributes to:
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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
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13. The limited focus contributes to:
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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
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14. 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.
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15. Some of the data: Take reading levels as an example.
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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.”
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16. related to academic achievement.
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Data from the National Assessment of Education Progress (NAEP) clearly shows the plateau effect
related to academic achievement.
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17. The Nation’s Report Card – National Center for Education Statistics
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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
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See key on next slide

18. 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 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.
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19. Three Lenses for Viewing School Improvement Efforts
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I. Why is a System of Learning Supports
Imperative for School Improvement? (cont.)
Three Lenses for Viewing
School Improvement Efforts
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20. opportunity to succeed at school
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Lens #1 = All Students
Not some --
ALL youngsters
are to have an equal
opportunity to succeed at school
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21. Lens #1 = All Students Range of Learners
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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
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22. Lens #2 = Barriers to Learning and School Improvement
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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)
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23. About Barriers to Learning
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About Barriers to Learning
Categories of Risk-Producing Conditions
that Can be Barriers to Learning
>Environmental Conditions
>Family
>School and Peers
>Individual
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24. Examples of Environmental Conditions
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Examples of Environmental Conditions
extreme economic deprivation
community disorganization, including high levels of mobility
violence, drugs, etc.
minority and/or immigrant status
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25. Examples of Family Conditions
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Examples of Family Conditions
chronic poverty
conflict/disruptions/violence
substance abuse
models problem behavior
abusive caretaking
inadequate provision for quality child care
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26. Examples of School & Peer Conditions
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Examples of School & Peer Conditions
poor quality school
negative encounters with teachers
negative encounters with peers
inappropriate peer models
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27. Examples of Individual Conditions
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Examples of Individual Conditions
medical problems
low birth weight/neurodevelopmental delay
psychophysiological problems
difficult temperament & adjustment problems
inadequate nutrition
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28. >Barriers to learning
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Caution: Don’t let anyone
misinterpret the term
>Barriers to learning
It encompasses much more than a deficit model of students.
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29. >Protective Buffers
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And, it is part of a holistic approach that emphasizes the importance of
>Protective Buffers
(e.g., strengths, assets, resiliency, accommodations)
&
>Promoting Full Development
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30. Lens # 3 = Engagement & Disengagement
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Lens # 3 = Engagement & Disengagement
Source of Motivation
Extrinsics Intrinsics Intrinsics/
Extrinsics
Engagement
Intervention
Concerns
Disengagement
(psychological
reactance)
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31. Engaging & Re-engaging Students in Classroom Learning
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Engaging & Re-engaging Students in Classroom Learning
How are schools
>maximizing Intrinsic Motivation?
>minimizing Behavior Control
Strategies?
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32. and especially Intrinsic Motivation are fundamental intervention
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Motivation,
and especially Intrinsic Motivation
are fundamental intervention
concerns related to student
(and staff) problems
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33. 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
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34. <><><><><><><><><><><>
From the perspective provided by these three lenses, schools need to revisit their school improvement plans with an eye to what’s missing.
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35. School Improvement Planning:
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I. Why is a System of Learning Supports
Imperative for School Improvement? (cont.)
School Improvement Planning:
What’s Being Done &
What’s Missing?
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36. School Improvement Planning
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School Improvement Planning
Missing:
A Comprehensive Focus on:
Addressing Barriers to Learning & Teaching
Re-engaging Disengaged Students in Classroom Learning
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37. What do schools currently do to (1) address barriers to learning
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This becomes evident when we ask:
What do schools currently do to
(1) address barriers to learning
and teaching
and
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38. What do schools currently do to (1) address barriers to learning
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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?
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39. How is the district/school addressing barriers to learning?
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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!!!
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40. What does this mean for the district and its schools?
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What does this mean for the district and its schools?
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41. What does this mean for the district and its schools?
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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
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42. What does this mean for the district and its schools?
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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
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43. What does this mean for the district and its schools?
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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)
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44. What does this mean for the district and its schools?
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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)
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45. We have to do everything on a shoestring. \ Are you saying you
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With all the budget problems,
We have to do everything on a shoestring.
\ Are you saying you
\ still have a shoestring? /
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46. What’s the community doing?
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What’s the
community doing?
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47. AGENCY REFORM Restructuring and Reforming
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AGENCY REFORM
Restructuring and Reforming
Community Health and Human Services
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48. The intent of current agency reform policy – >end fragmentation
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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
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49. >doesn’t integrate with school’s efforts to
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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
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50. It is important to remember that Community Agency Reform
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It is important to remember that
Community Agency Reform
is not the same thing as
Strengthening Communities
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51. UCLA
• The major intent of agency reform is to restructure services to reduce fragmentation.
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52. • The emphasis is mainly on interagency collaboration.
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• The major intent of agency reform is to restructure services to reduce fragmentation.
• The emphasis is mainly on interagency collaboration.
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53. • The emphasis is mainly on interagency collaboration.
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• 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.
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54. Because the focus is on services, little attention is paid to
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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.
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55. School Day care Center Police Faith-based Institutions Banks
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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.
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56. 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
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57. As a result, current efforts are marginalized, fragmented, often
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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
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58. The need is for a comprehensive system of learning supports that
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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
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59. 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?
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60. System of Learning Supports
Next:
We turn to four fundamental, interrelated concerns involved in moving forward to develop
a Comprehensive
System of Learning Supports
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61. Four Fundamental and Interrelated Concerns
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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
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62. We begin discussing these fundamental concerns by clarifying a way to
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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
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63. II. What is a System of Learning Supports? Rethinking Intervention
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II. What is a System of Learning Supports?
Rethinking Intervention
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64. >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
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65. Prevention of Problems (System of Prevention)
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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)
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66. Defining Learning Supports
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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.
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67. UCLA
Framing a Comprehensive System of Learning Supports to Address Barriers to Learning
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68. Meeting the needs of all students requires >promoting assets
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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
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69. UCLA
A system of learning supports frames both an intervention continuum & delineated arenas of content
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70. Continuum—Interconnected Systems for
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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)
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71. Categories of Basic Content Arenas for
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Categories of Basic Content Arenas for
Learning Supports Intervention
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72. Categories of Basic Content Arenas for
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Categories of Basic Content Arenas for
Learning Supports Intervention
Classroom-Based
Approaches to
Enable Learning
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73. Categories of Basic Content Arenas for
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Categories of Basic Content Arenas for
Learning Supports Intervention
Classroom-Based
Approaches to
Enable Learning
Crisis/
Emergency
Assistance &
Prevention
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74. Categories of Basic Content Arenas for
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Categories of Basic Content Arenas for
Learning Supports Intervention
Classroom-Based
Approaches to
Enable Learning
Crisis/
Emergency
Assistance &
Prevention
Support
for
Transitions
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75. Categories of Basic Content Arenas for
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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
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76. Categories of Basic Content Arenas for
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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
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77. Categories of Basic Content Arenas for
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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
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78. Categories of Basic Content Arenas for
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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
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79. Major Examples of Activity in Each of the Six Basic Content Arenas
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Major Examples of Activity in Each of the Six Basic Content Arenas
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80. Classroom-Based Enabling &
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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
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81. Classroom-Based Enabling (cont.)
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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
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82. Crisis Assistance and Prevention
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Crisis Assistance and Prevention
FOCUS
School-wide and classroom-based efforts for
>responding to crises
>minimizing the impact of crises
>preventing crises
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83. Crisis Assistance and Prevention
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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
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84. FOCUS Support for Transitions
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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
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85. Support for Transitions
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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
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86. Home Involvement in Schooling
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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
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87. Home Involvement in Schooling
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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
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88. and Support (including Volunteers)
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Community Outreach for Involvement
and Support (including Volunteers)
FOCUS
Building linkages and collaborations to strengthen
students, schools, families, and neighborhoods
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89. Community Outreach for Involvement and Support (including Volunteers)
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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
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90. Student and Family Assistance
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Student and Family Assistance
FOCUS
Specialized assistance provided through personalized health and social service programs
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91. Student and Family Assistance
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• 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
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92. An intervention for systemic change
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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
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93. Combined Continuum and Content Arenas
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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
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94. Specialized Assistance & other intensive interventions
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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
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95. 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
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96. What’s Missing? Range of Learners Instructional Component Classroom
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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)
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97. 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)
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98. (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)
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99. 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.
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100. operational infrastructure considerations
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Next:
An overview of
operational infrastructure considerations
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101. Activity Mapping and analyzing resources
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Activity
Mapping and analyzing resources
with a view to developing a cost-effective
comprehensive system of learning supports
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102. Reworking Infrastructure
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III. What is a System of Learning Supports? (cont.)
Reworking Infrastructure
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103. Overview >Levels for Infrastructure Development
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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
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104. Structure Follows Function!
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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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105. What the student support infrastructure
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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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106. School Mechanisms for an Enabling or Learning Supports Component
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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
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107. Example of an Integrated Infrastructure at the School Level
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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
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108. Leadership Beyond the School for Enhancing a
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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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109. Enhancing a System of Learning Supports:
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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
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
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110. 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
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111. Learning Supports Resource Team
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Assign Leadership
and Develop a
Learning Supports Resource Team
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112. 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
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113. Learning Supports Staff at a School*
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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 services and times available
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114. A Learning Support Resource Team
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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)
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115. A Resource-oriented Team
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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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116. A Resource-oriented 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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117. Sure! Collaboration is an unnatural act between nonconsenting adults.
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Can you define
collaboration for me? \
Sure! Collaboration is an unnatural act between nonconsenting adults. /
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117

118. About Developing an Effective School-Community Collaborative
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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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119. • Collaboration is not about meeting. It is about
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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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120. About the Functions of a School-Community Collaborative
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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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121. About Collaborative Infrastructure
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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
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122. Expanded Elements steering group standing work group
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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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123. • Operational infrastructure at all levels needs to be reworked to
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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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124. What does the operational infrastructure look like at
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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?”
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125. Next: A look at the topic of intrinsic motivation
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Next:
A look at the topic of
intrinsic motivation
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126. IV. Intrinsic Motivation: Engaging and Re-engaging Students,
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IV. Intrinsic Motivation: Engaging
and Re-engaging Students,
Families, & Staff
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127. • Understanding Intrinsic Motivation • A Caution about Overreliance
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Overview
• Understanding Intrinsic Motivation
• A Caution about Overreliance
on Extrinsics
• A Focus on Re-engagement in
School Learning
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128. Engaging & Re-engaging Students
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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.
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129. Engaging & Re-engaging Students
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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.
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130. GOSH MS. THOMPSON, I WAS READY TO
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GOSH MS. THOMPSON, I WAS READY TO
LEARN MATH YESTERDAY. TODAY I’M READY
TO LEARN TO READ.
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131. Understanding Intrinsic Motivation
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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
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132. Can you translate the following formula?
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Can you translate the following formula?
E x V = M
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133. If the equation stumped you, don't be surprised.
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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.
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134. Expectancy times value
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Translation:
Expectancy times value
equals motivation
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135. 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.
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136. This understanding of human
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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.
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137. E x V = 0 x 1.0 = Applying the paradigm: Do the math.
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Applying the paradigm:
Do the math.
E x V =
0 x =
What are the implications?
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138. (which we need not discuss here), I know I won’t be able to do it.
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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.
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139. 1.0 x 0 = Now, what about this? E x V = What are the implications?
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Now, what about this?
E x V =
1.0 x =
What are the implications?
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140. High expectations paired with low valuing
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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.
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141. Indeed, the approach is likely to fail if the
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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!
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142. "I know I won't be able to do it."
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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."
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143. energy spent on an activity seems dependent on how much the activity
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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.
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144. Overreliance on Extrinsics:
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Overreliance on Extrinsics:
a Bad Match
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145. Overreliance on Extrinsics: a Bad Match
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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.
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146. Overreliance on Extrinsics: a Bad Match
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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.
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147. Extrinsic Rewards Undermine Intrinsic Motivation
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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 – ]
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148. Intrinsic Motivation – Intervention Considerations
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Intrinsic Motivation –
Intervention Considerations
Think in terms of
Maximizing feelings of
>>Self-determination
>>Competency
>>Connectedness to others
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149. Intrinsic Motivation – Intervention Considerations
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Intrinsic Motivation – Intervention Considerations
Think in terms of
Minimizing threats to feelings of:
>>Self-determination
>>Competency
>>Connectedness to others
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150. Intrinsic Motivation – Intervention Considerations
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Intrinsic Motivation – Intervention Considerations
Think in terms of
Minimizing strategies designed only for social control and
increasing
• options
• choice
• involvement in decision making
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151. Some Guidelines for Strategies that Capture
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Some Guidelines for Strategies that Capture
An Understanding of Intrinsic Motivation
• minimize coercive interactions
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152. Some Guidelines for Strategies that Capture
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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)
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153. Some Guidelines for Strategies that Capture
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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
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154. Some Guidelines for Strategies that Capture
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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
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155. Some Guidelines for Strategies that Capture
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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)
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156. Some Guidelines for Strategies that Capture
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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
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157. I don’t want to go to school. It’s too hard and the kids
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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! /
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158. Why is it important to minimize a heavy emphasis on social control
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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 …
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159. Psychological Reactance.
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Kids think and often say as they react overtly or covertly
Oh, you think so!
This is called
Psychological Reactance.
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160. » When people perceive their freedom is threatened,
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» 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.
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161. A growing research literature is addressing these matters.
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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,
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162. Researchers conclude:
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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.
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163. Engagement is defined in
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Engagement is defined in
three ways
in the research literature:
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164. Behavioral engagement
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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.
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165. 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.
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166. Cognitive engagement Draws on the idea of investment;
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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.
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167. 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.
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168. Antecedents of Engagement
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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
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169. Measurement of Engagement
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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
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170. Four general strategies
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Working with
Disengaged Students
Four general strategies
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171. Clarifying student perceptions of the problem –
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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.
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172. (2) Reframing school learning –
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(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.
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173. It is important, for example,
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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.
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174. (3) Renegotiating involvement in school learning –
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(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.
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175. (4) Reestablishing and maintaining an appropriate working relationship
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(4) Reestablishing and maintaining an
appropriate working relationship
(e.g., through creating
a sense of trust,
open communication,
providing support and
direction as needed).
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176. The focus throughout is on clarifying
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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.
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177. UCLA
To maintain re-engagement and prevent disengagement, the above strategies must be pursued using processes and content that:
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178. UCLA
• minimize threats to feelings of competence, self-determination, and relatedness to valued others
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179. 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)
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180. UCLA
• guide motivated practice (e.g., providing opportunities for meaningful applications and clarifying ways to organize practice)
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181. UCLA
• provide continuous information on learning and performance in ways that highlight accomplishments
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182. 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).
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183. I suspect that many children would learn arithmetic,
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I suspect that many children
would learn arithmetic,
and learn it better,
if it were illegal.
John Holt
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184. How to engage youngsters in productive dialogues
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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.
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185. to whom it is worth talking >Respond with empathy, warmth,
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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
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186. >Avoid interruptions >Start slowly, avoid asking questions,
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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.
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187. • Understanding Intrinsic Motivation is essential to enhancing
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To Recap:
• Understanding Intrinsic Motivation
is essential to enhancing
engagement and re-engaging those who have become disengaged
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188. to promote generalization and maintenance of what is learned
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To Recap:
• Overreliance on extrinsics can undermine efforts to enhance engagement in learning and
to promote generalization and maintenance of what is learned
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189. (a) those that seem to threaten and (b) those that seem to enhance
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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
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190. A look at what’s involved in getting from here to there
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Next:
A look at what’s involved in
getting from here to there
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191. Getting from Here to There?
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What’s Involved in
Getting from Here to There?
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192. Understanding Processes and Problems
Related to System Transformation as a
Basis for Strategic Planning and
Sustainable Implementation
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193. Overview Systematic Change in the Context of School Transformation
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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
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194. How do we get from here to there?
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How do we get from here to there?
Is this your systemic change process?
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195. The real difficulty in changing the course of any enterprise lies
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The real difficulty in changing
the course of any enterprise lies
not in developing new ideas
but in escaping old ones.
John Maynard Keynes
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196. Implementing innovation = Systemic change = Escaping old ideas
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Implementing innovation =
Systemic change =
Escaping old ideas
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197. \ But unfortunately, our grant \ ends in three months. /
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I think we’re finally
making progress
\ But unfortunately, our grant
\ ends in three months. /
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197

198. Expanded Frameworks for School Improvement Policy and Accountability
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199. 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
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200. 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.
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201. 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.
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202. Moving from a Two- to a Three-component
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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
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203. Moving from a Two- to a Three-component
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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
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204. Policy Umbrella for School Improvement Planning Related to
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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)
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204

205. 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
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206. Orientation: Creating Readiness & Commitment Second Phase –
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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
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207. Examples of Functions & Tasks for First and Second Phases
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208. 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

209. 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
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210. Some Key Process Functions
> Ongoing planning
> Facilitating communication
> Information management
> Problem solving
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211. Some Key Mechanisms Governance External partners body for guiding
Steering transformation
body
Transformation
Leader &
change agent staff
including mentors
& coaches
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212. About Designated Agents for Change
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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
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213. >At the School Level >At the Complex Level
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Organization Facilitator:
A Temporary Change Agent Mechanism
>At the School Level
>At the Complex Level
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214. EXAMPLES OF WHAT CHANGE AGENTS DO
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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
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215. 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
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216. Linked Logic Models: Understanding the Linkages between
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Linked Logic Models:
Understanding the Linkages between
(a) desired school transformations
and
(b) getting from here to there
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217. for applying a prototype evaluation and accountability
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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)
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218. evaluation and accountability Temporary mechanisms to
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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
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219. 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
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220. are based on existing resources
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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
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221. UCLA
Next:
Team Planning for Next Steps
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222. 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.)
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223. 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
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