1. 1 Strengthening School Improvement: Developing a Comprehensive System of Learning Supports to Address Barriers to Learning and Teaching Presented by the American Association of School Administrators, Scholastic and the UCLA Center for Mental Health in Schools

2. 2 Today’s Agenda 1. Overview— About the AASA, Scholastic, UCLA Collaboration MaryAnn Jobe, Ed.D., Director, Leadership Development, AASA Karen Proctor, Vice President, Community Affairs, Scholastic 2. Presentation— Strengthening School Improvement: Developing a Comprehensive System of Learning Supports Howard Adelman, Ph.D., UCLA Linda Taylor, Ph.D., UCLA

3. 3 Overview— About the AASA, Scholastic, UCLA Collaboration  Many schools are struggling to address barriers to learning and teaching and re-engage disconnected students.  Resources currently exist within school districts to address barriers to learning and teaching, but they are most often oriented to discrete problems and specialized services for a small number of students.  Providing an equal opportunity for all students to succeed at school and life requires a broader approach, one that incorporates a comprehensive and cohesive system of student and learning supports into school improvement plans.

4. 4  The American Association of School Administrators (AASA), Scholastic, and the UCLA Center for Mental Health in Schools have formed a unique collaboration aimed at expanding leaders' knowledge, capacity, and implementation of a comprehensive system of learning supports.  This effort supports AASA's flagship initiative, Educating the Total Child, which is aimed at advocating for an education approach designed to effect real change by addressing key factors that determine children's academic achievement.  Four Districts that are selected to participate in the collaborative will be provided with valuable supports to help them move forward toward developing comprehensive systems of learning supports that are integrated into school improvement planning and implementation.

5. 5 Many schools are struggling to address barriers to learning and teaching and re-engage disconnected students. This involves:  Building understanding about comprehensive systems of learning supports and how such systems transform public education.  Creating policy and practice framework documents that can be shared among critical stakeholder groups.  Working to design and implement learning support systems. Districts will be guided in their work by Drs. Howard Adelman and Linda Taylor, educators, researchers and national leaders from UCLA who have worked with state departments, regional units, districts, and schools to design and implement comprehensive learning supports systems.

6. 6 Today’s Presenters Howard S. Adelman, Ph.D. Linda Taylor, Ph.D. Co-directors, UCLA Center for Mental Health in Schools

7. 7 Adelman and Taylor Howard S. Adelman, Ph.D. Co-director School Mental Health Project/ Center for Mental Health in Schools UCLA Dr. Adelman is Professor of Psychology and Co-director (with Dr. Linda Taylor) of the School Mental Health Project and its federally-supported, national Center for Mental Health in Schools at UCLA. In these roles, he pursues theory, research, practice, training, and policy related to educational, psychosocial, and mental health problems. His current efforts focus on systemic reform initiatives to enhance school and community efforts to address barriers to learning using comprehensive, multifaceted, and integrated approaches. He began his professional career as a remedial classroom teacher in 1960 and received his Ph.D. in psychology from UCLA in 1966. He directed the Fernald School and Laboratory at UCLA from 1973-1986 and has co-directed the School Mental Health Project since 1986.

8. 8 Adelman and Taylor Linda Taylor, Ph.D. Co-director School Mental Health Project/ Center for Mental Health in Schools UCLA Dr. Taylor is Co-director of the School Mental Health Project and its federally supported national Center for Mental Health in Schools at UCLA. Throughout her career, she has been concerned with a wide range of psychosocial and educational problems experienced by children and adolescents. Her early experiences included community agency work. From 1973 to 1986, she was assistant director at the Fernald Laboratory School and Clinic at UCLA. In 1986, she became Co- director of the School Mental Health Project. From 1986 to 2000, she also held a clinical psychologist position in the Los Angeles Unified School District and directed several large-scale projects for the school district. These projects led to her involvement in system reform initiatives designed to enhance school and community efforts to address barriers to learning and enhance healthy development.

9. 9 Presentation— Strengthening School Improvement: Developing a Comprehensive System of Learning Supports Why do schools need a comprehensive system of learning supports? What is a comprehensive system of learning supports? What are the implications for school improvement? A note about emphasizing intrinsic motivation in efforts to engage and re-engage students in classroom instruction Opportunities for moving forward

10. 10  Redressing key problems confronting schools  High student dropout rates  High teacher turnover  Continuing achievement gap  So many schools designated as low performing  Plateau effect  Addressing barriers to learning and teaching  And re-engaging disconnected students Why is a system of learning supports imperative for school success?

11. 11 Current approach to 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

12. 12 What this means 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)

13. 13 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 ) (High Standards)

14. 14 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) (High Standards)

15. 15  Environmental Conditions  Neighborhood  Family  School and Peers  Individual Barriers to Learning and School Improvement

16. 16 School Improvement Planning: What’s Missing?

17. 17 School Improvement Planning: What’s Missing? How does school improvement planning address barriers to learning and teaching? Direct Facilitation of Learning & Development Instructional / Developmental Component Management Component Governance and Resource Management 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.

18. 18 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 Instructional/ Developmental Component Management Component Learning Supports Component Addressing Barriers to Learning Governance and Resource Management

19. 19 School Improvement Planning: Filling the Gap A comprehensive focus on  Addressing barriers to learning and teaching  Re-engaging disengaged students in classroom learning

20. 20 An Enabling or Learning Supports Component to Address Barriers and Re-engage Students in Classroom Instruction Range of Learners No barriers Barriers To Learning, Development, Teaching Instructional Component Classroom Teaching + Enrichment Activity Desired Outcomes (High Expectations & Accountability) (High Standards) I = Motivationally ready and able Not very motivated/ lacking prerequisite II = skills/ different rates & styles/ minor vulnerabilities III = Avoidant/ very deficient in capabilities Enabling Component (1)Addressing Interfering Factors (2) Re-engaging Students in Classroom Instruction

21. 21 About the key facets of the component...

22. 22 Intervention Continuum and Content

23. 23 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)

24. 24 Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis Assistance & Prevention Support for Transitions Home Involvement / Engagement in Schooling Student & Family Assistance Community Support Infrastructure Leadership resource- oriented mechanisms

25. 25 Combined Continuum and Content Arenas Levels of Intervention Systems for Promoting Healthy Development & Preventing Problems Systems for Early Intervention (Early after problem onset) Systems of Care Content Arenas Classroom- Focused Enabling Crisis Assistance & Prevention Support for Transitions Home Engagement in Schooling Community Support Student & Family Assistance

26. 26 What the student support infrastructure looks like at most schools Instructional Component Leadership for instruction Management/Governance Component (Various teams and Work groups focused on Improving instruction) School Improvement Team Management/ Governance Leadership (Various teams and Work groups focused on management & governance) moderate problems severe problems Case- Oriented Mechanisms

27. 27 Assign Leadership and Develop a Learning Supports Resource Team

28. 28 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

29. 29 Learning Support Resource Team Schools say: “We already have a team” Does the team perform resource-oriented functions? 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 and promote healthy development) What you probably have is a Case-Oriented Team (Focused on specific individuals and discrete services)

30. 30 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 A Case-Oriented Team

31. 31 A Resource-Oriented Team EXAMPLES OF FUNCTIONS  aggregating data across students and from teachers to analyze school needs  mapping resources  analyzing resources  enhancing resources  program and system planning/development  redeploying resources  coordinating-integrating resources  social "marketing" EXAMPLES OF FUNCTIONS  triage  referral  case monitoring/management  case progress review  case reassessment A Case-Oriented Team

32. 32 Example of an Integrated Infrastructure at the School Level Instructional Component Leadership for Instruction Management/Governance Component Management/ Governance Leadership School Improvement Team Learning Supports or Enabling Component Leadership for Learning Supports Learning Supports Resource Team Work Groups Resource- Oriented Mechanisms moderate problems Case- Oriented Mechanisms severe problems

33. 33 Enhancing a System of Learning Supports: Connecting Resources Across a Family of Schools, a District, and Community-Wide High Schools 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 School District Resources, Management, & Governing Bodies 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 Community Resources, Management, & Governing Bodies

34. 34 Prototype for an Integrated Infrastructure at the District Level with Mechanisms for Learning Supports That Are Comparable to Those for Instruction Leads, Teams, and Work Groups Focused on Governance/Management Leads for Content Arenas Content Arena Work Groups Instructional Component “Cabinet” (e.g., component leader and leads for all content areas) Schools Improvement Planning Team Superintendent’s Cabinet Superintendent Subcommittees Leads for Content Arenas Content Arena Work Groups Learning Supports “Cabinet” (e.g., component leader and leads for all six content arenas) Board of Education Leader for Instructional Component (e.g., Assoc. Sup.) Leader for Learning Supports Component (e.g., Assoc. Sup.) Leader for Management/ Governance Component (e.g., Assoc. Sup.)

35. 35 Summing up... Toward a comprehensive, multifaceted, and cohesive approach for addressing barriers to learning … It requires working to restructure, transform, enhance, and connect  school-owned programs and services and  community resources

36. 36 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)

37. 37  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, and neighborhoods

38. 38  Finally, a note about emphasizing intrinsic motivation in efforts to engage and re-engage students in classroom instruction.  Moving from over-reliance on extrinsics…

39. 39 “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

40. 40 Opportunities for moving ahead The AASA, Scholastic, and UCLA collaboration is and will be providing a growing range of resource opportunities focused on developing a comprehensive approach to addressing barriers to learning and teaching and re-engaging disconnected students. These include...

41. 41 (1)Lead District Collaborative— A Request For Applications  Last month AASA issued a RFA to AASA member districts in southeastern U.S.  From the applications received, up to four districts will be selected to participate in the Lead District Collaborative which has been designed to help districts interested in developing a comprehensive system of learning supports. The information and application for the RFA are online at http://www.aasa.org/content.aspx?id=7264  Deadline is November 1, 2009.*  * Applications will be accepted until close of business Monday, November 2.

42. 42 (2) Special AASA Conference Sessions  At the National Conference on Education, February 11-14 in Phoenix, there will be a special thought leaders session open to all members and a related workshop focused on designing and implementing a comprehensive learning support system for all schools in a district.  To register for the conference, visit www.aasa.org/nce.www.aasa.org/nce

43. 43 (3) UCLA Web site  The Center at UCLA has extensive resources which are free and readily accessible online. These include:  Resources to help meet daily needs related to student learning, behavior, and emotional concerns  Policy and practice analyses to help rethink current student and learning supports  A toolkit to help design and implement a comprehensive learning support system, and more... http://smhp.psych.ucla.edu/

44. 44 (4) Online Technical Assistance  The Center at UCLA provides regular responses to all relevant technical assistance inquiries.  Contact: Ltaylor@ucla.edu

45. 45 Contacts MaryAnn P. Jobe, Ed.D. Director, Leadership Development American Association of School Administrators 801 N. Quincy Street, Suite 700 Arlington, Va. 22203 Phone: (703) 875-0734 Fax: (703) 528-2146 Email: mjobe@aasa.orgmjobe@aasa.org Howard Adelman, Ph.D. Linda Taylor, Ph.D. Co-directors UCLA Center for Mental Health in Schools Dept. of Psychology, UCLA Box 91563 Los Angeles, CA 90095-1563 Ph: (310) 825-1225 Fax: (310) 206-8716 Email: adelman@psych.ucla.edu, Ltaylor@ucla.eduadelman@psych.ucla.eduLtaylor@ucla.edu