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

A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students. About this Resource

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

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

  2. 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. UCLA

  3. 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. UCLA

  4. 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 UCLA

  5. 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 UCLA

  6. Session III What is a System of Learning Supports? An infrastructure perspective UCLA

  7. Topics Covered >Levels for Infrastructure Development >Key Mechanisms for a Component >What the infrastructure look like at most schools >Example of an 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 UCLA

  8. 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! UCLA

  9. Key Mechanisms for a Component • Administrative Leader • Staff Lead for Component • Staff Workgroups UCLA

  10. 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) UCLA

  11. School Mechanisms for an Enabling or LearningSupports 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 UCLA

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

  13. 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) UCLA

  14. Enhancing a System of Learning Supports: Connecting Resources Across a Family of Schools, a District, and Community-Wide Learning Supports Resource Team Learning Supports Resource Team High Schools Learning Supports Resource Team Learning Supports Resource Team Learning Supports Resource Team Learning Supports Resource Team Middle Schools Learning Supports Resource Team Learning Supports Resource Team Learning Supports Resource Team Elementary Schools 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 UCLA

  15. 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 Superintendent’s Cabinet Leader for Learning Supports Component (e.g., assoc.sup.) Leader for Instructional Component (e.g., assoc.sup.) Schools’ Improving Planning Team Learning supports Cabinet (e.g., component leader and leads for all six content arenas) Instructional Component Cabinet (e.g., component leader and leads for all content areas Leader for Management Governance Component (e.g., Assoc. Sup.) Leads for Content Arenas Content Arena Work Groups Leads for Content Arenas2 Content Arena Work Groups Leads, Teams, and Work Groups Focused on Governance/Management UCLA

  16. Assign Leadership and Develop a Learning Supports Resource Team UCLA

  17. 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 UCLA

  18. 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 servicesand times available UCLA

  19. A Learning Support Resource Team Schools say: “We already have a team” But is it Resource-oriented? What you also need is a a Resource-Oriented Team (Focused onall students and the resources, programs, and systems to address barriers to learning & promote healthy development) What you probably have is a Case-Oriented Team (Focused on specific individuals and discrete services) UCLA

  20. 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 UCLA

  21. 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" UCLA

  22. Can you define collaboration for me? \ \ \ Sure! Collaboration is an unnatural act between nonconsenting adults. / UCLA

  23. 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. UCLA

  24. • 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). UCLA

  25. About the Functions of a School-Community Collaborative > aggregating data from schools and neighborhood to analyze system needs UCLA

  26. About the Functions of a School-Community Collaborative > aggregating data from schools and neighborhood to analyze system needs > mapping resources (not just services) UCLA

  27. 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 UCLA

  28. 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 UCLA

  29. 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 UCLA

  30. 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 UCLA

  31. 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 UCLA

  32. 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” UCLA

  33. 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 UCLA

  34. 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 UCLA

  35. 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 UCLA

  36. Study Question What changes in current operational infrastructure would enhance efforts to develop a comprehensive system of learning supports? UCLA

  37. Activity Looking at the schools you know – What Does the Operational Infrastructure Look Like? In thinking about this, see the tool entitled: “Infrastructure: Is What We Have What We Need?” Online at http://smhp.psych.ucla.edu/summit2002/tool%20infrastructure.pdf UCLA

  38. Some Relevant References & Resources >Frameworks for Systemic Transformation of Student and Learning Supports http://smhp.psych.ucla.edu/pdfdocs/systemic/frameworksforsystemictransformation.pdf >Infrastructure for Learning Supports at District, Regional, and State Offices http://smhp.psych.ucla.edu/pdfdocs/studentsupport/toolkit/aidk.pdf >Developing Resource-Oriented Mechanisms to Enhance Learning Supports http://smhp.psych.ucla.edu/pdfdocs/contedu/developing_resource_oriented-mechanisms.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 UCLA

  39. Next: A policy perspective UCLA

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