Transcript Addressing Barriers to Learning and Teaching

Leadership Institute
Addressing Barriers to Learning
& Teaching and Re-engaging
Disconnected Students
UCLA
We just missed the school bus.
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Don’t worry. I heard the principal say
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no child will be left behind.
/
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We’ve included more handouts
than we probably can cover
on some topics. Our hope is
that you will look over the
others when you have time.
Feel free to use any handout as
is or by adapting them.
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Topics to be Covered
I.
Why is a System of Learning Supports Imperative
for School Improvement?
II.
What is a System of Learning Supports?
Rethinking Intervention
III. What is a System of Learning Supports? (cont.)
Reworking Infrastructure
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Topics
IV. Intrinsic Motivation: Engaging and Re-engaging
Students, Families, & Staff
V. What’s involved in Getting From Here to There
VI. Planning Next Steps
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I. Why is a System of
Learning Supports Imperative for
School Improvement?
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<><><><><><><><><>
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.
<><><><><><><><><>
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The limited focus contributes to:
– High Student Dropout Rates
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The limited focus contributes to:
– High Student Dropout Rates
– High Teacher Dropout Rates
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The limited focus contributes to:
– High Student Dropout Rates
– High Teacher Dropout Rates
– Continuing Achievement Gap
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The limited focus contributes to:
– High Student Dropout Rates
– High Teacher Dropout Rates
– Continuing Achievement Gap
– So Many Schools Designated as Low
Performing
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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
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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
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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.
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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.”
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Data from the National Assessment
of Education Progress (NAEP)
clearly shows the plateau effect
related to academic achievement.
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The Nation’s Report Card – National Center for Education Statistics
Trend in NAEP reading average scores for 9-year-old students
Trend in NAEP reading average scores for 13-year-old students
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See key on next slide
Trend in NAEP reading average scores for 17-year-old students
The Nation’s Report Card – National Center for Education Statistics
* Significantly different (p < .05) from 2008.
Key
Original Assessment Format
Revised Assessment Format
See note below
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
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determine how the revisions may have affected the results.
I. Why is a System of Learning Supports
Imperative for School Improvement? (cont.)
Three Lenses for Viewing
School Improvement Efforts
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Lens #1 = All Students
Not some -ALL youngsters
are to have an equal
opportunity to succeed at school
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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
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Lens #2 = 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)
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About Barriers to Learning
Categories of Risk-Producing Conditions
that Can be Barriers to Learning
>Environmental Conditions
>Family
>School and Peers
>Individual
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Examples of Environmental Conditions
• extreme economic deprivation
• community disorganization, including
high levels of mobility
• violence, drugs, etc.
• minority and/or immigrant status
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Examples of Family Conditions
• chronic poverty
• conflict/disruptions/violence
• substance abuse
• models problem behavior
• abusive caretaking
• inadequate provision for quality child care
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Examples of School & Peer Conditions
• poor quality school
• negative encounters with teachers
• negative encounters with peers
• inappropriate peer models
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Examples of Individual Conditions
• medical problems
• low birth weight/neurodevelopmental delay
• psychophysiological problems
• difficult temperament & adjustment problems
• inadequate nutrition
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Caution: Don’t let anyone
misinterpret the term
>Barriers to learning
It encompasses much more than a
deficit model of students.
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And, it is part of a holistic approach that
emphasizes the importance of
>Protective Buffers
(e.g., strengths, assets, resiliency, accommodations)
&
>Promoting Full Development
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Lens # 3 = Engagement &
Disengagement
Source of Motivation
Extrinsics Intrinsics Intrinsics/
Extrinsics
Engagement
Intervention
Concerns
Disengagement
(psychological
reactance)
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Engaging & Re-engaging
Students in Classroom Learning
How are schools
>maximizing Intrinsic Motivation?
>minimizing Behavior Control
Strategies?
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Motivation,
and especially Intrinsic Motivation
are fundamental intervention
concerns related to student
(and staff) problems
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• First Concern – Enhancing understanding of
intrinsic motivation as related to academic
achievement and the achievement gap
• Second Concern – Reducing overemphasis on
behavior/social control & enhancing appreciation of
the impact of psychological reactance
• Third Concern – Re-engaging students who have
become actively disengaged from classroom
instruction
• Fourth Concern – Teacher motivation
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<><><><><><><><><><><>
From the perspective provided by these
three lenses, schools need to revisit
their school improvement plans with an
eye to what’s missing.
<><><><><><><><><><><>
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I. Why is a System of Learning Supports
Imperative for School Improvement? (cont.)
School Improvement Planning:
What’s Being Done &
What’s Missing?
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School Improvement Planning
Missing:
A Comprehensive Focus on:
– Addressing Barriers to Learning & Teaching
– Re-engaging Disengaged Students in
Classroom Learning
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This becomes evident when we ask:
What do schools currently do to
(1) address barriers to learning
and teaching
and
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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?
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How is the district/school addressing barriers to learning?
Psychological
Testing
Clinic
After-School
Programs
Pupil Services
Violence &
Crime
Prevention
Special Education
HIV/Aids
Prevention
Physical
Education
Health
Education
Juvenile Court
Services
Community-Based
Organizations
Mental Health
Services
HIV/AIDS
Services
District
Child
Protective
Services
Pregnancy
Prevention
Nutrition
Education
School Lunch Program
Drug Prevention
Counseling
Social
Services
Health Services
Codes of
Discipline
Drug Services
Smoking Cessation
For Staff
Talk about fragmented!!!
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What does this mean for the
district and its schools?
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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
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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
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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)
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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)
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With all the budget problems,
We have to do everything on a shoestring.
\
Are you saying you
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still have a shoestring?
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What’s the
community doing?
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AGENCY REFORM
Restructuring and Reforming
Community Health and Human Services
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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
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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
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It is important to remember that
Community Agency Reform
is not the same thing as
Strengthening Communities
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• The major intent of agency reform is to
restructure services to reduce fragmentation.
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• The major intent of agency reform is to
restructure services to reduce fragmentation.
• The emphasis is mainly on interagency
collaboration.
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• 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.
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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.
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From Kretzmann & McKnight
Police
--
Communities have many resources!
Day care
Center
Banks
Faith-based
Institutions
Higher Education
Institutions
Senior
Citizens
School
Library
Local
Residents
Businesses
Artist &
Cultural
Institutions
Restaurants
Media
Community
Based Orgs.;
Civic Assn.
Health & Social
Services Agencies
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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
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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
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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
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In your handout, we have put some key questions
we hope you are thinking about at this point.
Before we take a break, let’s briefly hear your thoughts about
the first question:
• What are the many external and internal barriers
interfering with your students learning and your
teachers teaching and how does all this affect
your schools?
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Next:
We turn to four fundamental,
interrelated concerns involved in
moving forward to develop
a Comprehensive
System of Learning Supports
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Four Fundamental and Interrelated Concerns
Policy
Revision
Developing Systemic
Change Mechanisms
for Effective
Implementation,
Sustainability, and
Replication to Scale
Framing Interventions to
Address Barriers to Learning
and Teaching into a
Comprehensive System
of Interventions
Rethinking
Organizational
and Operational
Infrastructure
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We begin discussing these
fundamental concerns by
clarifying a way to
frame interventions as
a comprehensive system
for addressing barriers to
learning and teaching
and re-engaging
disconnected students
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II. What is a System of Learning Supports?
Rethinking Intervention
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Overview
• A Sequential Approach
• Defining Learning Supports
• Framing a Comprehensive System of
Learning Supports
>Continuum
>Content
>Major examples of intervention activity
in each content arena
• Combined Continuum and Content Arenas
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A Sequential Approach
Promoting learning &
Healthy Development
as necessary
plus
Prevention of Problems
(System of Prevention)
Intervening as early after onset of
problems as is feasible
(System of Early Intervention)
as necessary
Specialized assistance for those
with severe, pervasive, or chronic
problems (System of Care)
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Defining Learning Supports
Learning supports are the resources, strategies, and
practices that provide physical, social, emotional, and
intellectual supports to enable all pupils to have an
equal opportunity for success at school by directly
addressing barriers to learning and teaching and
re-engaging disconnected students.
A comprehensive, multifaceted, and cohesive learning
supports system provides supportive interventions in
classrooms and school-wide and is fully integrated
with efforts to improve instruction and management
at a school.
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Framing a Comprehensive
System of Learning Supports to
Address Barriers to Learning
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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
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A system of learning supports
frames both an
intervention continuum
& delineated arenas of 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
Systems for Promoting
Healthy Development &
Preventing Problems
primary prevention – includes
universal interventions
(facilities, stakeholders,
programs, services)
(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
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Categories of Basic Content Arenas for
Learning Supports Intervention
Classroom-Based
Approaches to
Enable Learning
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Categories of Basic Content Arenas for
Learning Supports Intervention
Classroom-Based
Approaches to
Enable Learning
Crisis/
Emergency
Assistance &
Prevention
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Categories of Basic Content Arenas for
Learning Supports Intervention
Classroom-Based
Approaches to
Enable Learning
Crisis/
Emergency
Assistance &
Prevention
Support
for
Transitions
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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
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Categories of Basic Content Arenas for
Learning Supports Intervention
Classroom-Based
Approaches to
Enable Learning
Crisis/
Emergency
Assistance &
Prevention
Support
for
Transition
Community
Outreach
Home involvement &t
Engagement
In Schooling
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Categories of Basic Content Arenas for
Learning Supports Intervention
Classroom-Based
Approaches to
Enable Learning
Crisis/
Emergency
Assistance &
Prevention
Student &
Family
Assistance
Support
for
Transition
Community
Outreach
Home involvement &t
Engagement
In Schooling
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Categories of Basic Content Arenas for
Learning Supports Intervention
Classroom-Based
Approaches to
Enable Learning
Crisis/
Emergency
Assistance &
Prevention
Support
for
Transition
Infrastructure
>leadership
>resourceoriented
mechanisms
Home involvement &t
Engagement
In Schooling
Student &
Family
Assistance
Community
Outreach
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Major Examples of Activity in
Each of the Six Basic
Content Arenas
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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
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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
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Crisis Assistance and Prevention
FOCUS
School-wide and classroom-based efforts for
>responding to crises
>minimizing the impact of crises
>preventing crises
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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
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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
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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
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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
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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
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Community Outreach for Involvement
and Support (including Volunteers)
FOCUS
Building linkages and collaborations to strengthen
students, schools, families, and neighborhoods
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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
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Student and Family Assistance
FOCUS
Specialized assistance provided through
personalized health and social service programs
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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
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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
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Combined Continuum and Content Arenas
Levels of Intervention
Systems for Promoting Systems for Early
Healthy Development & Intervention (Early
Preventing Problems
after problem onset
Systems of
Care
ClassroomFocused
Enabling
Content
Arenas
Crisis/
Emergency
Assistance
&
Prevention
Support
for
transitions
Home
Involvement
in Schooling
Community
Outreach/
Volunteers
Student &
Family
Assistance
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System of Learning Supports is Designed to Produce a Declining
Proportion of Students Needing Special Assistance
Systems for Promoting
Healthy Development
& Preventing Problems
(a)*
(b)*
Intervention
Content
Arenas
Levels
Systems for
Early Intervention
(early-after
problem onset)
Systems
of Care
(c)*
(d)*
(e)*
Specialized Assistance & other
intensive interventions
(f)*
Accommodations for
differences & disabilities
(a) = Classroom-focused enabling; (b) = Support for transitions
(c) = Home involvement in schooling; (d) = Community outreach/volunteers
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(e) = Crisis/ emergency assistance and prevention; (f) = Student and family assistance
The framework is meant to guide development of
a comprehensive system of learning supports as
a primary and essential component of school
improvement. Such an enabling component is
meant to:
(1) address interfering factors
and
(2) re- engage students in classroom instruction
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What’s Missing?
Range of Learners
I = Motivationally
ready and able
II =
Not very
motivated/
lacking
prerequisite
skills/
different rates
& styles/
minor
vulnerabilities
No barriers
Barriers
To
Learning,
Development,
Teaching
Instructional
Component
Classroom
Teaching
+
Enrichment
Activity
Desired
Outcomes
(High Expectations
& Accountability)
(High Standards)
III = Avoidant/
very deficient
in capabilities
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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
II =
Not very
motivated/
lacking
prerequisite
skills/
different rates
& styles/
minor
vulnerabilities
III = Avoidant/
very deficient
in capabilities
Instructional
Component
No barriers
Barriers
To
Learning,
Development
Teaching
Enabling
Component
(1) Addressing
Interfering
Factors
Desired
Classroom
Outcomes
Teaching
+
(High Expectations
Enrichment & Accountability)
Activity
(High Standards)
(2) Re-engaging
Students in
Classroom
Instruction
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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 -- we will detail
this later)
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To Recap:
Combining a continuum of intervention with a
discrete set of content arenas to establish a
comprehensive framework to guide
development of an enabling/learning supports
component. The resulting matrix provides a
mapping tool and a planning guide for
developing a comprehensive set of learning
supports.
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Next:
An overview of
operational infrastructure considerations
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Activity
Mapping and analyzing resources
with a view to developing a cost-effective
comprehensive system of learning supports
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III. What is a System of Learning Supports?
(cont.)
Reworking Infrastructure
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Overview
>Levels for Infrastructure Development
>Key Mechanisms for a Component
>What the infrastructure look like at most schools
>Example: 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
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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!
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What the student support infrastructure
look like at most schools
Instructional
Component
Leadership for
instruction
(Various teams and
Work groups focused on
Improving instruction)
School
Improvement
Team
Management/Governance
Component
(Various teams and
Work groups focused on
management & governance)
moderate
problems
Management/
Governance/
Administrator
severe
problems
CaseOriented
Mechanisms
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School Mechanisms for an
Enabling or Learning Supports 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
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Example of an Integrated Infrastructure at the School Level
Instructional
Component
Learning Supports or
Enabling Component
Leadership for
instruction
School
Improvement
Team
Management/Governance
Component
Management/
Governance
Administrator
Leadership
for
Learning
Supports
Learning
Supports
Resource
Team
moderate
problems
severe
problems
Work Groups
ResourceOriented
Mechanisms
CaseOriented
Mechanisms
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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)
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Enhancing a System of Learning Supports:
Connecting Resources Across a Family of Schools,
a District, and Community-Wide
Learning
Supports
Resource
Team
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
Team
Learning
Supports
Resource
Team
Learning
Supports
Resource
Team
Learning
Supports
Resource
Team
Learning Supports
Learning Supports
Resource Council
Resource Council
School District
Resources, Management,
& Governing Bodies
Community Resources,
Management, &
Governing Bodies
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Learning
Supports
Resource
Team
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., asst.sup.)
Instructional Component
Cabinet (e.g., component
leader and leads for all
content areas
Superintendent
School Improvement Planning Team
Superintendent’s
Cabinet
Leader for
Management/
Governance
Component
(e.g., Asst. Sup.)
Learning supports Cabinet
(e.g., component leader and
leads for all six content
arenas)
Leads for Content Arenas
Leads for Content Arenas
Content Arena Work Groups
Leader for
Learning Supports
Component
(e.g., asst.sup.)
Leads, Teams, and Work
Groups Focused on
Governance/Management
Content Arena Work Groups
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Assign Leadership
and Develop a
Learning Supports Resource Team
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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.
(1) 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
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Learning Supports Staff at a School*
>Administrative Leader for
Learning Supports
>Title I and Bilingual Coordinators
>School Psychologist
>Resource and Special
Education Teachers
>School Nurse
Other important resources:
>Pupil Services &
Attendance Counselor
>School-based Crisis
Team Members
>Social Worker
>School Improvement
Program Planners
>Counselors
>Community Resources
>Dropout Prevention
Program Coordinator
*Such a list should include a brief description
of programs and services and times available
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A Learning Support Resource Team
Schools say: “We already have a team”
But is it Resource-oriented?
What you probably have is
a Case-Oriented Team
(Focused on specific individuals
and discrete services)
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 & promote healthy
development)
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A Case-oriented Team
A Resource-oriented Team
Sometimes called:
Possibly called:
>Child/Student Study Team
>Resource Coordinating Team
>Student Success Team
>Resource Coordinating Council
>Student Assistance Team
>School Support Resource Team
>Teacher Assistance Team
>Learning Support Resource Team
>IEP Team
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A Case-oriented Team
A Resource-oriented Team
EXAMPLES OF FUNCTIONS
EXAMPLES OF FUNCTIONS
>triage
>referral
>case monitoring/management
>case progress review
>case reassessment
>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"
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Can you define
collaboration for me?
\
\
\
Sure! Collaboration is an
unnatural act between
nonconsenting adults.
/
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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.
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•
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).
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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
resources
>
coordinating-integrating resources
>
social “marketing”
additional
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About Collaborative Infrastructure
Basic Elements
steering
Who should be at the table?
>families
group
>schools
>communities
collab.
body
ad hoc work
groups
Connect Collaboratives at All Levels
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Expanded Elements
steering group
standing work group
for pursuing operational
daily functions/tasks
collab.
body
standing work groups
for pursuing programmatic
functions/tasks
ad hoc work groups
for pursuing process
functions/tasks
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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
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Activity
Looking at the schools you know –
What Does the Operational Infrastructure Look Like?
What does the operational infrastructure look like at
the district level?
In thinking about this, see the tool entitled:
“Infrastructure: Is What We Have What We Need?”
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Next:
A look at the topic of
intrinsic motivation
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IV. Intrinsic Motivation: Engaging
and Re-engaging Students,
Families, & Staff
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Overview
•
Understanding Intrinsic Motivation
• A Caution about Overreliance
on Extrinsics
• A Focus on Re-engagement in
School Learning
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Engaging & Re-engaging Students
For students, family members, staff, or any other
school stakeholders, concerns about engaging, reengaging, and maintaining engagement are central
to effective schooling.
Given this, it is surprising how little attention has
been paid to the topic of intrinsic motivation in
discussions of school improvement.
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Engaging & Re-engaging Students
The following quick and simplified overview
is meant to encourage a greater emphasis on
these matters.
The focus here is mainly on students, but
extrapolation to staff, family members and
other stakeholders should be easy.
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GOSH MS. THOMPSON, I WAS READY TO
LEARN MATH YESTERDAY. TODAY I’M READY
TO LEARN TO READ.
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Understanding Intrinsic Motivation
is essential to addressing the problem of
student engagement and re-engagement
in classroom learning.
And, it is an essential concern
in dealing with misbehavior
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Can you translate the following formula?
E x V =
M
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If the equation stumped you, don't be surprised.
The main introduction to motivational thinking
that many people have been given in the past
involves some form of reinforcement theory (which
essentially deals with extrinsic motivation).
Thus, all this may be new to you, even though
motivational theorists have been wrestling with it
for a long time, and intuitively, you probably
understand much of what they are talking about.
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Translation:
Expectancy times value
equals motivation
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• “E” represents an individual's expectations
about outcome (in school this often means
expectations of success or failure).
• “V” represents valuing, with valuing
influenced by both what is valued intrinsically
and extrinsically.
Thus, in a general sense, motivation can be
thought of in terms of expectancy times valuing.
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Such theory recognizes that human
beings are thinking and feeling organisms
and that intrinsic factors can be powerful
motivators.
This understanding of human
motivation has major implications for
learning, teaching, parenting, and
mental health interventions.
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Applying the paradigm:
Do the math.
E x V =
0 x 1.0 =
What are the implications?
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Within some limits
(which we need not discuss here),
low expectations (E) and high valuing (V)
produce relatively weak motivation.
I know I won’t be able to do it.
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Now, what about this?
E x V =
1.0 x 0 =
What are the implications?
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High expectations paired with low valuing
also yield low approach motivation.
Thus, the oft-cited remedial strategy of
guaranteeing success by designing tasks to be
very easy is not as simple a recipe as it sounds.
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.
Indeed, the approach is likely to fail if the
outcome is not valued or if the tasks are
experienced as too boring or if doing them is
seen as too embarrassing.
In such cases, a strong negative value is
attached to the activities, and this contributes
to avoidance motivation.
It’s not worth doing!
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Two common reasons people give for
not bothering to learn something are
“It's not worth it"
"I know I won't be able to do it."
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In general, the amount of time and
energy spent on an activity seems
dependent on how much the activity
is valued by the person and on the
person's expectation that what is
valued will be attained without too
great a cost.
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Overreliance on Extrinsics:
a Bad Match
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Overreliance on Extrinsics: a Bad Match
Throughout this discussion of valuing and
expectations, the emphasis has been on
the fact that motivation is not something
that can be determined solely by forces
outside the individual.
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Overreliance on Extrinsics: a Bad Match
Others can plan activities and outcomes to
influence motivation and learning; however, how
the activities and outcomes are experienced
determines whether they are pursued (or avoided)
with a little or a lot of effort and ability.
Understanding that an individual's perceptions
can affect motivation has led researchers to
important findings about some undesired effects
resulting from over-reliance on extrinsics.
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Extrinsic Rewards Undermine Intrinsic Motivation
Over the past 20 years, nearly 100 published
experiments have provided support for early
studies indicating that extrinsic rewards can
undermine people’s intrinsic motivation for the
rewarded activity. This finding has been
interpreted as stemming from people coming to
feel controlled by the rewards.
[Excerpted from: The Rewards Controversy discussion highlighting the controversy
and the research – on the University of Rochester Self Detemination Theory website
– http://www.psych.rochester.edu/SDT/cont_reward.html ]
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Intrinsic Motivation –
Intervention Considerations
Think in terms of
Maximizing feelings of
>>Self-determination
>>Competency
>>Connectedness to others
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Intrinsic Motivation – Intervention Considerations
Think in terms of
Minimizing threats to feelings of:
>>Self-determination
>>Competency
>>Connectedness to others
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Intrinsic Motivation – Intervention Considerations
Think in terms of
Minimizing strategies designed only for
social control and
increasing
•
options
•
choice
•
involvement in decision making
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Some Guidelines for Strategies that Capture
An Understanding of Intrinsic Motivation
•
minimize coercive interactions
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Some Guidelines for Strategies that Capture
An Understanding of Intrinsic Motivation
•
minimize coercive interactions
•
facilitate students’ desire and ability to share their
perceptions readily (to enter into dialogues with the
adults at school)
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Some Guidelines for Strategies that Capture
An Understanding of Intrinsic Motivation
•
minimize coercive interactions
•
facilitate students’ desire and ability to share their
perceptions readily (to enter into dialogues with
the adults at school)
•
emphasize real life interests and needs
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Some Guidelines for Strategies that Capture
An Understanding of Intrinsic Motivation
•
minimize coercive interactions
•
facilitate students’ desire and ability to share their
perceptions readily (to enter into dialogues with
the adults at school)
•
emphasize real life interests and needs
•
stress real options and choices and a meaningful
role in decision making
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Some Guidelines for Strategies that Capture
An Understanding of Intrinsic Motivation
•
minimize coercive interactions
•
facilitate students’ desire and ability to share their
perceptions readily (to enter into dialogues with
the adults at school)
•
•
emphasize real life interests and needs
stress real options and choices and a meaningful
role in decision making
provide enrichment opportunities (and be sure not
to withhold them as punishment)
•
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Some Guidelines for Strategies that Capture
An Understanding of Intrinsic Motivation
•
minimize coercive interactions
•
facilitate students’ desire and ability to share their
perceptions readily (to enter into dialogues with
the adults at school)
•
•
emphasize real life interests and needs
stress real options and choices and a meaningful
role in decision making
provide enrichment opportunities (and be sure not
to withhold them as punishment)
provide a continuum of structure
•
•
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I don’t want to go to school.
It’s too hard and the kids
don’t like me.
\
\
\
That’s too bad,
but you have to go –
you’re the Principal!
/
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Why is it important to minimize a
heavy emphasis on social control
and coercive procedures?
Those in control say:
You can’t do that …
You must do this …
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Kids think and often say as they
react overtly or covertly
Oh, you think so!
This is called
Psychological Reactance.
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» When people perceive their freedom is threatened,
they experience psychological reactance, which
motivates them to act in ways that can restore the
threatened sense of freedom.
» With prolonged denial of freedom, reactance
diminishes and people become amotivated –
feeling helpless and ineffective.
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About School Engagement
& Re-engagement
A growing research literature is
addressing these matters.
For example, see:
“School Engagement: Potential of the Concept, State of
the Evidence” (2004) by J. Fredricks, P. Blumenfeld, &
A. Paris. Review of Educational Research, 74, 59-109.
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Researchers conclude:
Engagement is associated with positive
academic outcomes, including
achievement and persistence in school;
and it is higher in classrooms with
supportive teachers and peers,
challenging and authentic tasks,
opportunities for choice, and sufficient
structure.
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Engagement is defined in
three ways
in the research literature:
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Behavioral engagement
Draws on the idea of participation;
it includes involvement in academic and
social or extracurricular activities and is
considered crucial for achieving positive
academic outcomes and preventing
dropping out.
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Emotional engagement
Encompasses positive and negative
reactions to teachers, classmates,
academics, and school and is presumed
to create ties to an institution and
influence willingness to do the work.
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Cognitive engagement
Draws on the idea of investment;
it incorporates thoughtfulness and
willingness to exert the effort necessary
to comprehend complex ideas and
master difficult skills.
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>A Key Outcome of Engagement is
Higher Achievement. The evidence from
a variety of studies is summarized to
show that engagement positively
influences achievement
>A Key Outcome of Disengagement is
Dropping Out. The evidence shows
behavioral disengagement is a precursor
of dropping out.
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Antecedents of Engagement
Antecedents can be organized into:
• School level factors: voluntary choice, clear and
consistent goals, small size, student participation in school
policy and management, opportunities for staff and
students to be involved in cooperative endeavors, and
academic work that allows for the development of products
• Classroom Context: Teacher support, peers, classroom
structure, autonomy support, task characteristics
• Individual Needs: Need for relatedness, need for
autonomy, need for competence
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Measurement of Engagement
• Behavioral Engagement: conduct, work involvement,
participation, persistence, (e.g., completing homework,
complying with school rules, absent/tardy, off-task)
• Emotional Engagement: self-report related to feelings of
frustration, boredom, interest, anger, satisfaction; studentteacher relations; work orientation
• Cognitive Engagement: investment in learning, flexible
problems solving, independent work styles, coping with
perceived failure, preference for challenge and
independent mastery, commitment to understanding the
work
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Working with
Disengaged Students
Four general strategies
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(1) Clarifying student perceptions
of the problem –
Talk openly with students about why they have
become disengaged so that steps can be planned
for how to alter the negative perceptions of
disengaged students and prevent others from
developing such perceptions.
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(2) Reframing school learning –
Major reframing in teaching approaches is
required so that these students
(a) view the teacher as supportive (rather than
controlling and indifferent) and
(b) perceive content, outcomes, and activity
options as personally valuable and
obtainable.
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It is important, for example,
>to eliminate threatening evaluative measures;
>reframe content and processes to clarify
purpose in terms of real life needs and
experiences and underscore how it all
builds on previous learning;
>clarify why procedures are expected
to be effective – especially in
helping correct specific problems.
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(3) Renegotiating involvement
in school learning –
New and mutual agreements must be
developed and evolved over time through
conferences with the student and where
appropriate including parents.
The intent is to affect perceptions of choice,
value, and probable outcome.
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(4) Reestablishing and maintaining an
appropriate working relationship
(e.g., through creating
a sense of trust,
open communication,
providing support and
direction as needed).
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The focus throughout is on clarifying
awareness of valued options, enhancing
expectations of positive outcomes, and
engaging the student in meaningful,
ongoing decision making.
For the process to be most effective, students
should be assisted in sampling new
processes and content, options should
include valued enrichment opportunities,
and there must be provision for reevaluating
and modifying decisions as perceptions shift.
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To maintain re-engagement and
prevent disengagement, the above
strategies must be pursued using
processes and content that:
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• minimize threats to feelings of
competence, self-determination, and
relatedness to valued others
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• maximize such feelings (included here
is an emphasis on a school taking steps
to enhance public perception that it is a
welcoming, caring, safe, and just
institution)
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• guide motivated practice (e.g.,
providing opportunities for meaningful
applications and clarifying ways to
organize practice)
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• provide continuous information on
learning and performance in ways that
highlight accomplishments
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• provide opportunities for continued
application and generalization (e.g.,
ways in which students can pursue
additional, self-directed learning or can
arrange for additional support and
direction).
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I suspect that many children
would learn arithmetic,
and learn it better,
if it were illegal.
John Holt
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Talking with Kids
How to engage youngsters in productive dialogues
1.
Create the context for dialogue
>Create a private space and a climate where
the youngster can feel it is safe to talk
>Clarify the value of keeping things confidential
>Pursue dialogues when the time, location, and
conditions are right.
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2.
Establish credibility as someone
to whom it is worth talking
>Respond with empathy, warmth,
and nurturance
>Show genuine regard and respect
>Use active and undistracted listening
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3.
Facilitate talk: be an active listener
>Avoid interruptions
>Start slowly, avoid asking questions,
and minimize pressure to talk
>Encourage the youngster to take
the lead
Remember: short periods of silence are part
of the process and should be accommodated.
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To Recap:
•
Understanding Intrinsic Motivation
is essential to enhancing
engagement and re-engaging
those who have become
disengaged
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To Recap:
• Overreliance on extrinsics can
undermine efforts to enhance
engagement in learning and
to promote generalization and
maintenance of what is learned
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Activity
Analyze school practices to identify
(a) those that seem to threaten and
(b) those that seem to enhance
>feelings of competence
>self-determination
>relatedness to staff and peers
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Next:
A look at what’s involved in
getting from here to there
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What’s Involved in
Getting from Here to There?
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Understanding Processes and Problems
Related to System Transformation as a
Basis for Strategic Planning and
Sustainable Implementation
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Overview
 Systematic Change in the Context of School
Transformation
 Expanded Frameworks for School Improvement Policy &
Accountability
 Phasing in: Overview of Major Phases and Steps in
Establishing a Comprehensive System of Learning
Supports
 Examples of Functions & tasks for the First and Second
Phases
 Some Key Mechanisms
 Linked Logic Models
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How do we get from here to there?
Is this your systemic change process?
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The real difficulty in changing
the course of any enterprise lies
not in developing new ideas
but in escaping old ones.
John Maynard Keynes
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Implementing innovation
Systemic change
=
=
Escaping old ideas
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I think we’re finally
making progress
\
But unfortunately,
our grant
\
ends in three months.
/
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Expanded Frameworks for
School Improvement Policy
and Accountability
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School systems are not responsible for
meeting every need of their students.
But . . .
when the need directly affects learning,
the school must meet the challenge.
Carnegie Task Force on Education
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The Council of Chief State School Officers has adopted
the following as the organization’s mission
statement:
CCSSO, through leadership, advocacy, and service,
assists chief state school officers and their
organizations in
achieving the vision of an American education
system that enables all children to succeed in
school, work, and life.
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AASA as part of its Educating the Total
Child initiative stresses:
Only when children have support for all
their needs will schools have a real
chance of helping every student master
required education concepts and skills.
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Moving from a Two- to a Three-component
Framework for School Improvement
Current State of Affairs
Direct Facilitation of
Learning & Development
Instructional/
Developmental
Component
Student & Family Assistance
Besides offering a small amount of schoolowned student "support“ services, schools
outreach to the community to add a few
school-based/linked services.
Management
Component
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
Addressing Barriers to Learning
& Development
& Teaching
Instructional/
Developmental
Component
Learning Supports
Component
Management
Component
Governance and Resource Management
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Policy Umbrella for School Improvement Planning Related to
Addressing Barriers to Learning
Direct Facilitation of Learning
(Instructional Component)
Addressing Barriers to Learning/Teaching
(Enabling or Learning Supports Component)
Examples of Initiatives, programs and services that
belong under the umbrella
>positive behavioral supports
>programs for safe and drug free schools
>bi-lingual, cultural, and other diversity programs
>compensatory education programs
>student & family engagement programs
Governance and Resource Management
(Management Component)
>special education programs
>mandates stemming from the No Child Left
Behind Act & other federal programs
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Expanding the Framework for School Accountability to
Encompass an Enabling or Learning Supports Component
Indicators of
Positive
Learning and
Development
High Standards
for Academics
>measures of cognitive
achievements
High Standards for
Learning/Development
Related to Social &
Personal Functioning
>measures of engagement
and social emotional
learning
Benchmark
Indicators of
Progress in
Addressing
Barriers &
(Re-)engaging
Students in
Classroom
Learning
"Community
Report Cards"
>increases in
positive
indicators
High Standards for Enabling
Learning and Development
>decreases in
negative
indicators
>measures of effectiveness in addressing barriers
>increased attendance & family involvement
>reduced tardies & misbehavior and bullying
>fewer inappropriate referrals for specialized
assistance & special education
>fewer suspensions & dropouts
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Phasing in:
Overview of Major Phases and Steps in Establishing a
Comprehensive System of Learning Supports
First Phase –
Orientation: Creating Readiness & Commitment
Second Phase –
Start-up and Phase-in:
Building Infrastructure and Capacity
Third Phase –
Sustaining, Evolving, and Enhancing Outcomes
Fourth Phase –
Replication to Scale and Generating Creative Renewal
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Examples of Functions & Tasks
for
First and Second Phases
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First Phase Examples –
Creating Readiness and Commitment
• Introduce basic ideas to relevant groups of stakeholders to
build interest and consensus for the work and to garner
feedback and support
• Establish a policy framework and obtain leadership
commitment – the leadership should make a commitment
to adopt a comprehensive system for addressing barriers to
learning and teaching as a primary and essential
component of school improvement
• Identify a leader (equivalent to the leader for the
instructional component) to ensure policy commitments
are carried out for establishing the new component
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Second Phase Examples –
Start-up and Phase-in:
Building Infrastructure and Capacity
• Establish and prepare temporary
mechanisms to facilitate transformation
(external partners for guiding change,
steering, leader, organization change
facilitators)
• Formulate specific start-up and phase-in
action plan
• Formative evaluation process to
monitor and guide progress
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Some Key Process Functions
> Ongoing planning
> Facilitating communication
> Information management
> Problem solving
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Some Key Mechanisms
Governance
body
Steering
body
External partners
for guiding
transformation
Transformation
Leader &
change agent staff
including mentors
& coaches
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About Designated Agents for Change
Those designated specifically to facilitate the process of
systemic transformation must have sufficient change
agent understanding and skills and indepth
understanding of a Comprehensive System of Learning
Supports at school, family of schools, and district levels.
Because the process involves significant organizational
change, those assuming this role must understand the
organization’s culture and politics and have full
administrative support for facilitating change.
• Example: An Organization Facilitator
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Organization Facilitator:
A Temporary Change Agent Mechanism
>At the School Level
>At the Complex Level
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EXAMPLES OF WHAT CHANGE AGENTS DO
• Promote commitment to vision and outcomes –
(“social marketing” of broad vision from day one)
• Facilitate initial and ongoing refinement of agreements –
on program content, strategies, and system changes
• Facilitate strategic & action planning for start-up
and phase-in
• Facilitate reworking of operational infrastructure
• Build Capacity -- coach, mentor, teach
(create a good fit by matching motivation and capability)
• Facilitate formative evaluation
• Ensure a focus on sustainability and scale-up
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Steering the Transformation with the
Support of External Partners
External partners help with system
transformation by
(1) clarifying prototypes for
> transformation design
> getting from here to there strategically
(2) guiding facilitation of the design process
(3) guiding facilitation of the strategic
planning process
(4) guiding facilitation of capacity building
through each phase
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Linked Logic Models:
Understanding the Linkages between
(a) desired school transformations
and
(b) getting from here to there
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Linked Logic Models: School Improvement and System Transformation
• desired interventions
• “getting from here to there” (e.g., systemic changes)
Vision/
Mission/ Aims/
Rationale
for applying a
prototype
In real world
settings
Resources
to be (re)deployed
and woven together
for pursuing desired
Organization
improvements
General
Functions
& Major Tasks,
Activities, &
Phases
for pursuing
desired
organization
Improvements
In keeping with
mission
Infrastructure
& Strategies
Interconnected
mechanisms for
implementing
functions &
accomplishing
intended outcomes
Positive & Negative
Outcomes
Formative/summative
evaluation and
accountability
Prototype
Outcome Indicators
ShortIntermed. Longterm
term
(benchmarks)
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Linked Logic Models: School Improvement and Systemic Transformations
• desired interventions
• “getting from here to there” (e.g., systemic changes)
Vision/Aims/
Rationale
Resources
for applying
a prototype
In a real world
setting
to be (re)deployed
and woven together
for pursuing desired
School improvements
General
Functions
& Major Tasks,
Activities, &
Phases
for pursuing
desired school
improvements
Infrastructure
& Strategies
Interconnected
mechanisms for
implementing
functions &
accomplishing
intended outcomes
Positive & Negative
Outcomes
Formative/summative
evaluation and
accountability
School Improvement
Outcome Indicators
ShortIntermed. Longterm
term
(benchmarks)
for systemic
changes
to accomplish the
above (e.g., image
of future system;
understanding of
how organizations
change)
to be
(re)deployed
for pursuing
necessary
systemic
changes
for pursuing
necessary
systemic
changes
Interconnected
Temporary
mechanisms to
guide and facilitate
Systemic changes
(e.g., leadership for
change, steering
group, organization
facilitators)
Systemic change
Outcome Indicators
ShortIntermed. Longterm
term
(benchmarks)
UCLA
To Recap:
Efforts to establish and sustain a Learning Supports
Component must be designed and implemented in ways
that
•
integrate the Component fully with the
instructional mission and avoid project mentality
•
ensure someone is taking responsibility for
facilitating the enhancement of motivational
readiness for change
UCLA
To recap:
•
use all available, relevant data and other
information related to needs, resource use,
cost-effectiveness, etc. in clarifying why
proposed changes are essential and feasible
•
emphasize redeployment of current resources
so that as many recommendations as feasible
are based on existing resources
•
establish a high level cadre of “champions”
to advocate for, steer, and expedite systemic
changes and replication to scale
UCLA
Next:
Team Planning for Next Steps
UCLA
Template to Stimulate Planning of Next Steps
1. Presentation to district office staff and other key
stakeholders of basic ideas about developing a
comprehensive system of learning supports
2. Establish an administrative leader and steering team
(e.g., a Learning Supports Resource Team) and
charge them with the multi-year development of a
sustainable comprehensive system of learning
supports
3. Leader establishes a work group to review design
prototype and adapt it into a district design
document
(cont.)
UCLA
4. Superintendent and learning supports administrative leader present
the design to the school board and then communicate it throughout
the district (emphasizing its transformative intent)
5. Superintendent fully integrates this system for addressing barriers to
learning and teaching into district policy as a primary and essential
component of school improvement (with accountability indicators
directly focused on what the component is designed to do in the
initially and over time)
6. Learning supports administrator establishes a workgroup to review
and adapt the prototype for a multi-year strategic plan for rolling out
and sustaining the system (i.e., produces a strategic plan covering the
systemic change phases and tasks – including plans for an
operational and systemic change infrastructure, capacity building, and
evaluation – formative and summative)
7. Learning supports administrator establishes a workgroup to prepare
an action plan for year 1 implementation
UCLA