Transcript here - UCLA School Mental Health Project
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 1
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
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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.
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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.
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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.
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Today’s Presenters
Howard S. Adelman, Ph.D.
Linda Taylor, Ph.D.
Co-directors, UCLA Center for Mental Health in Schools
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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.
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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.
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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
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Why is a system of learning supports imperative for school success?
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
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Current approach to addressing barriers to learning
Psychological Testing Violence & Crime Prevention Juvenile Court Services Mental Health Services HIV/AIDS Services Pupil Services Community-Based Organizations Special Education Social Services Child Protective Services After-School Programs Physical Education
District
HIV/Aids Prevention Clinic Health Services Health Education School Lunch Program Nutrition Education Drug Prevention Counseling Drug Services Pregnancy Prevention Codes of Discipline Smoking Cessation for Staff
Talk about fragmented!!!
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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)
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Barriers to Learning and School Improvement
Range of Learners
I = Motivationally ready and able
Instructional Component
No barriers Not very motivated/ lacking prerequisite II = skills/ different rates & styles/ minor vulnerabilities Classroom Teaching + Enrichment Activity (High Standards) Desired Outcomes (High Expectations & Accountability ) III = Avoidant/ very deficient in capabilities
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Barriers to Learning and School Improvement
Range of Learners
I
= Motivationally ready and able
Instructional Component
No barriers Not very motivated/ lacking prerequisite II = skills/ different rates & styles/ minor vulnerabilities
Barriers
to Learning, Development, Teaching Classroom Teaching + Enrichment Activity (High Standards) Desired Outcomes (High Expectations & Accountability) III = Avoidant/ very deficient in capabilities
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Barriers to Learning and School Improvement
Environmental Conditions
Neighborhood Family School and Peers
Individual
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School Improvement Planning: What’s Missing?
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School Improvement Planning: What’s Missing?
How does school improvement planning address barriers to learning and teaching?
Direct Facilitation of Learning & Development Student & Family Assistance
Instructional / Developmental Component Management Component Besides offering a small amount of school-owned student "support” services, schools outreach to the community to add a few school-based / linked services .
Governance and Resource Management
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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
Instructional/ Developmental Component Learning Supports Component Management Component
Governance and Resource Management
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School Improvement Planning: Filling the Gap
A comprehensive focus on
Addressing barriers to learning and teaching
Re-engaging disengaged students in classroom learning
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An Enabling or Learning Supports Component to Address Barriers and Re-engage Students in Classroom Instruction
Range of Learners
I = Motivationally ready and able Not very motivated/ lacking prerequisite II = skills/ different rates & styles/ minor vulnerabilities No barriers
Barriers
To Learning, Development, Teaching
Enabling
Component (1) Addressing Interfering Factors
Instructional Component
Classroom Teaching + Enrichment Activity (High Standards) Desired Outcomes (High Expectations & Accountability) III = Avoidant/ very deficient in capabilities (2) Re-engaging Students in Classroom Instruction
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About the key facets of the component . . .
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Intervention Continuum and Content
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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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Categories of Basic Content Arenas for Learning Supports Intervention
Classroom-Based Approaches to Enable Learning Crisis Assistance & Prevention Support for Transitions Infrastructure Leadership resource oriented mechanisms Student & Family Assistance Community Support Home Involvement / Engagement in Schooling
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Combined Continuum and Content Arenas
Levels of Intervention Systems for Promoting Intervention (Early Preventing Problems 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
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What the student support infrastructure looks like at most schools
Instructional Component Leadership for instruction
School Improvement Team
(Various teams and Work groups focused on Improving instruction) Management/Governance Component Management/ Governance Leadership (Various teams and Work groups focused on management & governance)
moderate problems severe problems
Case Oriented Mechanisms
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Assign Leadership and Develop a Learning Supports Resource Team
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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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Learning Support Resource Team
Schools say: “We already have a team” Does the team perform resource-oriented functions?
What you probably have is
a Case-Oriented Team
What you also need is a
a Resource-Oriented Team
(Focused on specific individuals and discrete services) (Focused on all students and the resources, programs, and systems to address barriers to learning and promote healthy development) 29
A Case-Oriented Team Sometimes called
:
Child/Student Study Team
Student Success Team
Student Assistance Team
Teacher Assistance Team
IEP Team A Resource-Oriented Team Possibly called:
Resource Coordinating Team
Resource Coordinating Council
School Support Resource Team
Learning Support Resource Team
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A Case-Oriented Team EXAMPLES OF FUNCTIONS
triage
referral
case monitoring/management
case progress review
case reassessment
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"
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Example of an Integrated Infrastructure at the School Level Instructional Component Leadership for Instruction Learning Supports or Enabling Component Leadership for Learning Supports
School Improvement Team
Management/Governance Component Management/ Governance Leadership Learning Supports Resource Team Work Groups
Resource Oriented Mechanisms
moderate problems severe problems
Case Oriented Mechanisms
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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 Council Community Resources, Management, & Governing Bodies Learning Supports Resource Team
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Prototype for an Integrated Infrastructure at the District Level with Mechanisms for Learning Supports That Are Comparable to Those for Instruction
Board of Education Subcommittees
Leader for Instructional Component
(e.g., Assoc. Sup.)
Superintendent
Superintendent’s Cabinet
Leader for Learning Supports Component
(e.g., Assoc. Sup.)
Instructional Component “Cabinet” (e.g., component leader and leads for all content areas) Leads for Content Arenas Schools Improvement Planning Team Leader for Management/ Governance Component
(e.g., Assoc. Sup.)
Learning Supports “Cabinet” (e.g., component leader and leads for all six content arenas) Leads for Content Arenas Content Arena Work Groups Content Arena Work Groups Leads, Teams, and Work Groups Focused on Governance/Management
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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
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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) 36
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 37
Finally, a note about emphasizing intrinsic motivation in efforts to engage and re-engage students in classroom instruction.
Moving from over reliance on extrinsics…
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“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 39
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 . . .
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(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.
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(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 .
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(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/
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(4) Online Technical Assistance
The Center at UCLA provides regular responses to all relevant technical assistance inquiries.
Contact: [email protected]
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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: [email protected]
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: [email protected]
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