1. Learning Supports

2. Barriers to Learning Learning Supports Successful in School Core Instruction Range of Learners = Motivationally ready & able to learn 1 2 = Encounter some barriers and may be lacking prerequisite knowledge & skills 3 = Encounter complex and intensive barriers to learning 1. Supplements to Instruction 2. Family Supports and Involvement 3. Community Partnerships 4. Safe, Healthy, and Caring Environments 5. Transitions 6. Child/Youth Engagement

3. Barriers to Learning Learning Supports Successful in School Core Instruction Range of Learners = Motivationally ready & able to learn 1 2 = Encounter some barriers and may be lacking prerequisite knowledge & skills 3 = Encounter complex and intensive barriers to learning Focusing solely on instruction will not help students in groups 2 & 3 succeed

4. A continuum of core, supplemental, and intensive support services which create and maintain safe and respectful environments in which: Teachers can teach Students can learn Parents and community partners can contribute Successful social, emotional, behavioral, and learning outcomes are achieved Learning Supports

5. District Team has been working this year to develop a systematic approach for addressing barriers to learning. The current referral and follow-up process is fragmented and varies from building to building. This fragmentation makes it difficult for stakeholders to consistently access supports, so that all students have equal access to supports. Adelman and Taylors resource mapping process. This work will help answer the third PLC question: What do we do if they arent learning / or if they already have learned it? A long-term goal would be to determine the impact of this process on student learning as measured by attendance data, student achievement data, suspension data, grades, etc. Learning Supports Background Information

6. Objectives: To develop (and implement during the 2009-2010 school year) a district-wide standard operating procedure that can used by any district stakeholder to address concerns that they have about a student. Improve efficiency of existing processes by improving flow and reducing waste. Remove non-value added steps in existing processes. Ensure that we utilize the tools we have effectively. To determine methods that will measure the effectiveness of this referral process. To clarify the roles and functions of team members. Goal = To implement the process in 100% of our buildings during the 2009-2010 school year. Kaizen Objectives & Goal

7. Using research based focus from the State with 6 content areas of Support - Dovetail with existing tools - Updating to new system district-wide Referral Form Meeting Flow using Quality Tools Create a database for plans Resource Directory for Supports and Barriers Outcomes

8. System for Identifying Barriers to Learning and Accessing Comprehensive Learning Supports available at Core, Supplemental, and Intensive Levels CRCSD Elementary SEB Model and rubrics SEB Action Research Team work Doing Our PARRT, PBS, other building- wide systems for teaching behavioral expectations and procedures Classroom level support of building vision / language / procedures Supplemental & Intensive supports This graphic is not intended to be all-inclusive, rather to help us visualize how all of these areas blend together.

9. Learning Supports Core CRCSD Elementary SEB Model and rubrics Doing Our PARRT K-5 SEB Lessons Positive Behavior Supports (or other building system of teaching & supporting behaviors) Learning Supports

12. SIP SEB Goal – Data Considerations Implementation of schoolwide approach to Doing Our PARRT (refining the process used this year) Creation of schoolwide procedures and specific lessons to teach those procedures in common area (what does PARRT look like in the hallway, cafeteria, etc.) Doing Our PARRT assessment data (all teachers will be asked to give this assessment to their students next year) Report form PARRT data Core SEB classroom rubric data SWIS, Student Support Plans, Harris Poll, building level climate surveys