1. UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students

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

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

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

5. UCLA Session Topics I.Why is a System of Learning Supports Imperative for School Improvement? II. What is a System of Learning Supports? An intervention perspective III. What is a System of Learning Supports? An infrastructure perspective

6. UCLA Session Topics IV. What is a System of Learning Supports? A policy perspective V.What’s Involved in Getting from Here to There? VI. Engaging and Re-engaging Students with an Emphasis on Intrinsic Motivation VII. Concluding Comments

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

8. UCLA Topics Covered >Some Major Concerns >Lenses for viewing school improvement efforts >School improvement planning: What’s being done & what’s missing?

9. UCLA I. Why is a System of Learning Supports Imperative for School Improvement? Some Major Concerns

10. 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. <><><><><><><><><>

11. UCLA The limited focus contributes to: –High Student Dropout Rates

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

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

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

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

16. UCLA The limited focus contributes to: –High Student Dropout Rates –High Teacher Dropout Rates –Continuing Achievement Gap –So Many Schools Designated asLow Performing –High Stakes Testing Taking its Toll on Students

17. UCLA The limited focus contributes to: –High Student Dropout Rates –High Teacher Dropout Rates –Continuing Achievement Gap –So Many Schools Designated as –Low Performing –High Stakes Testing Taking its Toll on Students –Plateau Effect

18. 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.

19. UCLA Some of the data: Students are not the only ones dropping out of school. We are losing teachers at a rate of almost 1,000 a day. As the Alliance for Excellence in Education noted in 2005, many are not retiring; they are just leaving the profession.

20. UCLA Some of the data: Student achievement in core academic subjects, as reported in 2007 by the National Center for Education Statistics, shows far too many students are performing poorly.

21. UCLA Some of the data: Take reading levels as an example. Despite reports of small recent gains, most American students, across grade levels, are reading at the most basic levels and “only about 30 percent of high school students read proficiently and more than a quarter read below grade level.”

22. UCLA Some of the data: Other relevant data form the National Center for Education Statistics (NCES) indicate that >the primary home language of almost 11 million children is not English >10 percent of public school students in kindergarten through grade 12 had been retained (i.e., repeated a grade since starting school), >11 percent had been suspended and 2 percent had been expelled (i.e., permanently removed from school with no services)

23. UCLA Some of the data: The NCES joins others is stressing that research suggests that growing up in poverty can negatively impact children’s mental and behavioral development as well as their overall health, making it more difficult for them to learn.

24. UCLA Some of the data: While it is a widely held belief that education should be a great equalizer, the U.S. Department of Education recognizes that, in large portion, children living in poverty attend schools that, at best, have marginal performance records.

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

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

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

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

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

30. UCLA Not some -- ALL youngsters are to have an equal opportunity to succeed at school

31. UCLA Lens # 2 = Barriers to Learning Categories of Risk-Producing Conditions that Can be Barriers to Learning >Environmental Conditions >Family >School and Peers >Individual

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

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

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

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

36. UCLA Barriers to Learning and School Improvement Range of Learners I = Motivationally ready and able Not very motivated/ lacking prerequisite II = skills/ different rates & styles/ minor vulnerabilities III = Avoidant/ very deficient in capabilities

37. UCLA Barriers to Learning and School Improvement Range of Learners 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 Instructional Component Classroom Teaching + Enrichment Activity Desired Outcomes (High Expectations & Accountability) ( H igh Standards)

38. UCLA Barriers to Learning and School Improvement Range of Learners 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 Barriers* To Learning, Development, Teaching Instructional Component Classroom Teaching + Enrichment Activity Desired Outcomes (High Expectations & Accountability) ( H igh Standards)

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

40. UCLA And, it is part of a holistic approach that emphasizes the importance of >Protective Buffers (e.g., strengths, assets, resiliency, accommodations) & >Promoting Full Development

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

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

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

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

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

46. UCLA School Improvement Planning: What’s Missing?

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

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

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

50. UCLA How is the district/school addressing barriers to learning? 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

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

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

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

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

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

56. UCLA What’s the community doing?

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

58. UCLA The intent of current agency reform policy – >end fragmentation >enhance access to clientele The focus – >interagency collaboration >school-linked services, sometimes based (co-located) at a school

59. UCLA Problems – >doesn’t integrate with school’s efforts to address barriers to learning >limits the focus to current agency work As a result, current agency policy produces – >an additional form of fragmentation >counterproductive competition >greater marginalization

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

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

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

63. UCLA The major intent of agency reform is to restructure services to reduce fragmentation. The emphasis is mainly on interagency collaboration. Schools have been included since they offer better access to agency clients. Thus, the concept of school linked services, and the idea of community agencies co-locating services on a school site.

64. UCLA Because the focus is on services, little attention is paid to »integrating community resources with existing school programs and services designed to address barriers to learning; »including a full range of community resources; »strengthening families and neighborhoods by improving economic status and enhancing other fundamental supports.

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

66. 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

67. UCLA To Recap: As a result, current efforts are marginalized, fragmented, often redundant and off track, and they have resulted in counterproductive competition for sparse resources

68. UCLA To Recap: The need is for a comprehensive system of learning supports that (1) addresses barriers to development, learning, and teaching & (2) (re-)engages students in classroom learning

69. UCLA Study Question What are the many external and internal barriers that interfere with students learning and teachers teaching and how does all this affect the school?

70. UCLA Study Question What is currently being done to address barriers to learning and teaching and what is keeping the work from being as effective as needed?

71. UCLA Study Question How would you change school improvement planning to ensure a comprehensive system of learning supports is developed to more effectively address barriers to development, learning, and teaching and also (re-)engage students in classroom learning?

72. UCLA Some Relevant References & Resources >School Improvement Planning: What's Missing? http://smhp.psych.ucla.edu/whatsmissing.htm >Addressing What's Missing in School Improvement Planning http://smhp.psych.ucla.edu/pdfdocs/enabling/standards.pdf >The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning – http://www.corwinpress.com/book.aspx?pid=11343

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

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

75. UCLA In Session II, we begin with the concern for framing interventions to address barriers to learning and teaching as a comprehensive system of interventions

76. UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students

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

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

79. UCLA Session Topics I.Why is a System of Learning Supports Imperative for School Improvement? II. What is a System of Learning Supports? An intervention perspective III. What is a System of Learning Supports? An infrastructure perspective

80. UCLA Session Topics IV. What is a System of Learning Supports? A policy perspective V.What’s Involved in Getting from Here to There? VI. Engaging and Re-engaging Students with an Emphasis on Intrinsic Motivation VII. Concluding Comments

81. UCLA Session II What is a System of Learning Supports? A n intervention perspective

82. UCLA Topics Covered A Sequential Approach Defining Learning Supports Framing a Comprehensive System of Learning Supports Major Examples of Intervention Activity in Content Arenas Combined Continuum and Content Arenas

83. UCLA Meeting the needs of all students requires >promoting assets >preventing problems & >dealing with problems And doing so in keeping with the principle of providing what is needed in the least disruptive and restrictive manner

84. UCLA This translates into a sequential approach that at its foundation involves enhancing the focus on promoting healthy development and preventing problems.

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

86. UCLA Defining learning supports To accomplish the essential public education goal of enabling all students to have an equal opportunity for success at school, research indicates the need for developing a comprehensive, multifaceted, and cohesive system of learning supports. Learning supports are the resources, strategies, and practices that provide physical, social, emotional, and intellectual supports to directly address barriers to learning and teaching and re-engage disconnected students. A comprehensive system of learning supports provides supportive interventions in classrooms and schoolwide and is fully integrated with efforts to improve instruction and management at a school.

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

88. UCLA Intervention Continuum & Content

89. UCLA Continuum -- Interconnected Systems for Meeting the Needs of All Students: One key Facet of a Learning Supports Component 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)

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

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

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

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

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

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

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

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

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

99. UCLA Classroom-Based Enabling & Re-engaging Students in Classroom Learning FOCUS: Classroom based efforts to enable learning Prevent problems; intervene as soon as problems appear Enhance intrinsic motivation for learning Re-engage students who have become disengaged from classroom learning

100. UCLA Classroom-Based Enabling (cont.) EXAMPLES OF ACTIVITIES Opening the classroom door to bring in available supports

101. UCLA Classroom-Based Enabling (cont.) EXAMPLES OF ACTIVITIES Opening the classroom door to bring in available supports Redesigning classroom approaches to enhance teacher capability to prevent and handle problems and reduce need for out of class referrals

102. UCLA Classroom-Based Enabling (cont.) EXAMPLES OF ACTIVITIES Opening the classroom door to bring in available supports Redesigning classroom approaches to enhance teacher capability to prevent and handle problems and reduce need for out of class referrals Enhancing and personalizing professional development

103. UCLA Classroom-Based Enabling (cont.) EXAMPLES OF ACTIVITIES Opening the classroom door to bring in available supports Redesigning classroom approaches to enhance teacher capability to prevent and handle problems and reduce need for out of class referrals Enhancing and personalizing professional development Curricular enrichment and adjunct programs

104. UCLA Classroom-Based Enabling (cont.) EXAMPLES OF ACTIVITIES Opening the classroom door to bring in available supports Redesigning classroom approaches to enhance teacher capability to prevent and handle problems and reduce need for out of class referrals Enhancing and personalizing professional development Curricular enrichment and adjunct programs Classroom and school-wide approaches used to create and maintain a caring and supportive climate

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

106. UCLA Crisis Assistance and Prevention EXAMPLES OF ACTIVITIES Ensuring immediate assistance in emergencies so students can resume learning

107. UCLA Crisis Assistance and Prevention EXAMPLES OF ACTIVITIES Ensuring immediate assistance in emergencies so students can resume learning Providing Follow up care as necessary

108. UCLA Crisis Assistance and Prevention EXAMPLES OF ACTIVITIES Ensuring immediate assistance in emergencies so students can resume learning Providing Follow up care as necessary Forming a school-focused Crisis Team to formulate a response plan and take leadership for developing prevention programs

109. UCLA Crisis Assistance and Prevention EXAMPLES OF ACTIVITIES Ensuring immediate assistance in emergencies so students can resume learning Providing Follow up care as necessary Forming a school-focused Crisis Team to formulate a response plan and take leadership for developing prevention programs Mobilizing staff, students, and families to anticipate response plans and recovery efforts

110. UCLA Crisis Assistance and Prevention EXAMPLES OF ACTIVITIES Ensuring immediate assistance in emergencies so students can resume learning Providing Follow up care as necessary Forming a school-focused Crisis Team to formulate a response plan and take leadership for developing prevention programs Mobilizing staff, students, and families to anticipate response plans and recovery efforts Creating a caring and safe learning environment

111. UCLA Crisis Assistance and Prevention EXAMPLES OF ACTIVITIES Ensuring immediate assistance in emergencies so students can resume learning Providing Follow up care as necessary Forming a school-focused Crisis Team to formulate a response plan and take leadership for developing prevention programs Mobilizing staff, students, and families to anticipate response plans and recovery efforts Creating a caring and safe learning environment Working with neighborhood schools and community to integrate planning for response and prevention

112. UCLA Support for Transitions FOCUS School-wide and classroom-based efforts to >enhance acceptance and successful transitions >prevent transition problems >use transition periods to reduce alienation >use transition periods to increase positive attitudes/motivation toward school and learning

113. UCLA Support for Transitions EXAMPLES OF ACTIVITIES Welcoming & social support programs for newcomers

114. UCLA Support for Transitions EXAMPLES OF ACTIVITIES Welcoming & social support programs for newcomers Daily transition programs (e.g., before/afterschool, lunch)

115. UCLA Support for Transitions EXAMPLES OF ACTIVITIES Welcoming & social support programs for newcomers Daily transition programs (e.g., before/afterschool, lunch) Articulation programs

116. UCLA Support for Transitions EXAMPLES OF ACTIVITIES Welcoming & social support programs for newcomers Daily transition programs (e.g., before/afterschool, lunch) Articulation programs Summer or intersession programs

117. UCLA Support for Transitions EXAMPLES OF ACTIVITIES Welcoming & social support programs for newcomers Daily transition programs (e.g., before/afterschool, lunch) Articulation programs Summer or intersession programs School-to-career/higher education

118. UCLA Support for Transitions EXAMPLES OF ACTIVITIES Welcoming & social support programs for newcomers Daily transition programs (e.g., before/afterschool, lunch) Articulation programs Summer or intersession programs School-to-career/higher education Broad involvement of stakeholders in planning for transitions

119. UCLA Home Involvement in Schooling FOCUS School-wide & classroom-based efforts to engage the home in >strengthening the home situation >enhancing problem solving capabilities >supporting student development and learning >strengthening school and community

120. UCLA Home Involvement in Schooling EXAMPLES OF ACTIVITIES Addressing specific support and learning needs of family

121. UCLA Home Involvement in Schooling EXAMPLES OF ACTIVITIES Addressing specific support and learning needs of family Improving mechanisms for communication & connecting school and home

122. UCLA Home Involvement in Schooling EXAMPLES OF ACTIVITIES Addressing specific support and learning needs of family Improving mechanisms for communication & connecting school and home Involving homes in student decision making

123. UCLA Home Involvement in Schooling EXAMPLES OF ACTIVITIES Addressing specific support and learning needs of family Improving mechanisms for communication & connecting school and home Involving homes in student decision making Enhancing home support for learning and development

124. UCLA Home Involvement in Schooling EXAMPLES OF ACTIVITIES Addressing specific support and learning needs of family Improving mechanisms for communication & connecting school and home Involving homes in student decision making Enhancing home support for learning and development Recruiting families to strengthen school and community

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

126. UCLA Community Outreach for Involvement and Support (including Volunteers ) EXAMPLES OF ACTIVITIES Planning and Implementing Outreach to Recruit a Wide Range of Community Resources

127. UCLA Community Outreach for Involvement and Support (including Volunteers ) EXAMPLES OF ACTIVITIES Planning and Implementing Outreach to Recruit a Wide Range of Community Resources Systems to Recruit, Screen, Prepare, and Maintain Community Resource Involvement

128. UCLA Community Outreach for Involvement and Support (including Volunteers ) EXAMPLES OF ACTIVITIES Planning and Implementing Outreach to Recruit a Wide Range of Community Resources Systems to Recruit, Screen, Prepare, and Maintain Community Resource Involvement Reaching out to Students and Families Who Don't Come to School Regularly – Including Truants and Dropouts

129. UCLA Community Outreach for Involvement and Support (including Volunteers ) EXAMPLES OF ACTIVITIES Planning and Implementing Outreach to Recruit a Wide Range of Community Resources Systems to Recruit, Screen, Prepare, and Maintain Community Resource Involvement Reaching out to Students and Families Who Don't Come to School Regularly – Including Truants and Dropouts Connecting School and Community Efforts to Promote Child and Youth Development and a Sense of Community

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

131. UCLA Student and Family Assistance Providing support as soon as a need is recognized and doing so in the least disruptive ways

132. UCLA Student and Family Assistance Providing support as soon as a need is recognized and doing so in the least disruptive ways Referral interventions for students & families with problems

133. UCLA Student and Family Assistance 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

134. UCLA Student and Family Assistance 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

135. UCLA Student and Family Assistance 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

136. UCLA Student and Family Assistance 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

137. UCLA For more specific examples and mapping and analysis self study surveys for each arena, see the Center’s online resource aid: Guide to resource mapping and management to address barriers to learning: An intervention for systemic change

138. UCLA Combined Continuum and Content Arenas Levels of Intervention Systems for Promoting Healthy Development & Preventing Problems Systems for Early Intervention (Early after problem onset Systems of Care Content Arenas Classroom- Focused Enabling Crisis/ Emergency Assistance & Prevention Support for transitions Home Involvement in Schooling Community Outreach/ Volunteers Student & Family Assistance

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

140. UCLA 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

141. UCLA To Recap: A comprehensive framework to guide development of an enabling/learning supports component combines a continuum of intervention with a discrete set of content arenas. The resulting matrix provides a mapping tool and a planning guide for developing a comprehensive set of learning supports.

142. UCLA Study Questions >What constitutes a full continuum of interventions in providing learning supports? >Why don’t most schools strive to develop a comprehensive system of learning supports?

143. UCLA Activity Looking at the schools you know – How close are they to having a comprehensive system of learning supports? To answer this, see the tool for mapping & analyzing Learning Supports – Online at http://smhp.psych.ucla.edu/summit2002/ tool%20mapping%20current%20status.pdf

144. UCLA Some Relevant References & Resources >Frameworks for Systemic Transformation of Student and Learning Supports http://smhp.psych.ucla.edu/pdfdocs/systemic/frameworksfo rsystemictransformation.pdf >The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning – http://www.corwinpress.com/book.aspx?pid=11343

145. UCLA Next: An overview of operational infrastructure considerations

146. UCLA Summing up... Toward a Comprehensive, Multifaceted, & Cohesive Approach for Addressing Barriers to Learning It requires working to restructure, transform, enhance, and connect school-owned programs and services and community resources

147. UCLA In doing so, the emphasis needs to be on: all relevant school resources (e.g., compensatory education, special education, general funds, community resources) all relevant community resources (e.g., public and private agencies, families, businesses; services, programs, facilities, volunteers, professionals-in-training)

148. UCLA weaving resources together in ways that evolve a comprehensive, integrated approach that can enhance effectiveness in addressing barriers to learning at a school enhancing the role schools play in strengthening students, families, schools, & neighborhoods

149. UCLA NOW IT IS TIME TO Expand School Improvement Guidance & Planning: Be a Catalyst for Systemic Change All school improvement planning provides ample opportunity to expand school improvement guidance and planning to develop a comprehensive system of learning supports

150. UCLA We can help... and we want to... and there are no fees! Access the Center website at http://smhp.psych.ucla.edu/ Contact: Linda Taylor – Ltaylor@ucla.edu Howard Adelman – adelman@psych.ucla.edu

151. UCLA 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

152. UCLA Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has. Margaret Mead