Transcript RTI & Learning Supports: Addressing Barriers to Learning & Teaching and Re-engaging Disconnected Students UCLA.

RTI & Learning Supports:
Addressing Barriers to Learning
& Teaching and Re-engaging
Disconnected Students
UCLA
We just missed the school bus.
\
Don’t worry. I heard the principal say
\
no child will be left behind.
/
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In the accompanying handouts
we have included more than
we cover in the power point
slides. Our hope is that you
will look the handouts over
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.
Urban Schools: Can Teachers Go it Alone?
A Big Picture View of Why They Shouldn’t
Be Asked to Do So
II. What Teachers Can Do to Enable Learning
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Topics
In discussing what teachers can do to enable learning,
we will emphasize:
(A) Using Response to Intervention as an Opportunity to
Work With Others
(B) Pursuing Response to Intervention Sequentially and Effectively
(C) Understanding and Applying Intrinsic Motivation
(D) Pursuing Teaching as One Strategy in a Comprehensive
System of Student and Learning Supports
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I. Urban Schools:
Can Teachers Go it Alone?
A Big Picture View of Why They Shouldn’t
be Asked to Do So
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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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Three Lenses for Viewing
School Improvement Efforts
in Urban Schools
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Lens #1 = All Students
Not just some students–
ALL youngsters
are to have an equal
opportunity to succeed at school
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ALL Students as Learners
Range of Learners
Motivationally
ready and able
Not very
motivated/
lacking
prerequisite
skills/
different rates
& styles/
minor
vulnerabilities
Avoidant/
very deficient
in capabilities
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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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Appreciating the Full Range of
Barriers to Learning and School Improvement –
For most students, it’s more about
 Environmental Conditions
 Neighborhood
 Family
 School and Peers
than about
 Individual deficits
And, of course, a holistic approach emphasizes
>Protective Buffers (strengths, resiliency)
>Promoting Full Development
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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)
Avoiding Over-reliance on Extrinsics,
Maximizing Intrinsic Motivation,
Minimizing Behavioral Control Strategies
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Engaging & Re-engaging Students
in Classroom Learning
It’s time to pay greater attention to how
schools
>maximize Intrinsic Motivation
>minimize Behavior Control Strategies
>re-engage Disconnected Students
>sustain Teacher Motivation
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Brief Activity
Picture students who do not come to school
motivated and ready to learn.
Then,
• Using the three lenses, jot down what you think
urban schools are doing to:
(1) Address barriers to learning
(2) Re-engage disconnected students
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In addressing barriers to learning &
re-engaging disconnected students
Are Teachers Going it Alone?
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What we see around the country
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
Student & Learning Supports
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The Problems with Student & Learning Supports
Current situation at all levels in the educational system
with respect to student/learning supports is that the efforts are
Marginalized in school improvement
policy and practice.
This leads to:
 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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Why the Marginalization?
How school improvement policy and practice
addresses barriers to learning and teaching
Direct Facilitation of
Learning & Development
Safe schools &
Some 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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Clearly, there are some supports; what’s missing is a
dedicated, unified, and comprehensive component
directly focused on:
(1) addressing barriers to learning & teaching
AND
(2) re-engaging students who have become
disconnected from classroom instruction
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The need is to move from the prevailing two-component framework
to a three-component framework in order to develop a
Unified and Comprehensive System of Learning Supports
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
>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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Activity:
Discuss what you think teachers at
urban schools would answer if asked
what proportion of their students
show up each day motivationally
ready and able to do what the teacher
has planned to teach that day.
Then, discuss:
Why are so many students not
motivationally ready and able?
After your discussion, enjoy a break.
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Some matters that work against dealing
effectively with addressing barriers
to learning and teaching
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II. What Teachers Can Do to Enable Learning
A. Use Response to Intervention as an
Opportunity to Work With Others
B. Pursue Response to Intervention
Sequentially and Effectively
C. Understand and Apply Intrinsic Motivation
D. Pursue Teaching as One Strategy in a
Comprehensive System of Student and
Learning Supports
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A. Using Response to Intervention as an
Opportunity to Work With Others
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(1) Using RTI to Enable Learning
– What is a Broadened View of RTI?
– Inviting Assistance into the Classroom
– Promoting a Positive School and
Classroom Climate
– Redesigning Classroom Strategies
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(2) Personalization is Fundamental to RTI
and Goes Beyond Individualization
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B. Pursuing Response to Intervention
Sequentially and Effectively
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Needed: An Integrated Sequence of Interventions that Includes
a Comprehensive System of Learning Supports
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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Instruction Sequence and Levels for RTI
Step 1. Personalizing Instruction
Add Step 2 as necessary
Step 2. Special assistance*
>for students who continue to have problems;
>maintained only as long as needed
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Step 2. As necessary: Best special practices (special assistance, such as
remediation, rehabilitation, treatment) are used differentially for minor and
severe problems
If Needs
Are minor
Level A Focus
Interventions that
observable factors
for performing
If necessary
move to Level B
As soon as feasible,
Move back to Level A
Level B Focus
Interventions that
address prerequisite
factors
If necessary and
for those with
severe and
chronic problems,
move to Level C
As soon as feasible,
move to Level B
Level C Focus
Interventions that
address underlying
factors
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Activity
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Start
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C. Understanding and Applying
Intrinsic Motivation
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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 teacher!
/
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Intrinsic motivation is a fundamental concern
in every classroom.
• Understanding intrinsic motivation clarifies how essential
it is to avoid processes that
>limit options,
>make students feel controlled and coerced, and
>tend to focus mainly on “remedying” problems.
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• Overreliance on extrinsic motivation risks producing
avoidance reactions in the classroom and to school.
This can reduce opportunities for positive learning and for
development of positive attitudes.
• Over time, the result is that too many students
disengage from classroom learning (and misbehave).
• Practices for preventing disengagement and efforts to reengage disconnected students (families, staff) require
minimizing conditions that negatively affect intrinsic motivation
and maximizing those that enhance it.
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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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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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Discussion of valuing and expectations
emphasizes that
motivation is not something that can be
determined solely by forces outside the
individual.
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Any of us can plan activities and
outcomes we think will enhance
engagement (and learning)
But …
how the activities and outcomes are
experienced
determines whether they are pursued
(or avoided) with a little or a lot of effort
and ability.
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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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Appreciating Intrinsic Motivation
Think in terms of
Maximizing feelings of
>>Self-determination
>>Competency
>>Connectedness to others
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Think in terms of
Minimizing threats to feelings of:
>>Self-determination
>>Competency
>>Connectedness to others
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In particular:
minimize
•
strategies designed only for social control
and
maximize
•
•
•
options
choice
involvement in decision making
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Some Guidelines for Strategies that Capture
An Understanding of Intrinsic Motivation
•
minimize coercive social control interactions
•
maximize 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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About Psychological Reactance and Misbehavior
It is particularly important to minimize the heavy
emphasis on social control
and coercive procedures!!!!
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If you didn’t make so many rules, there
wouldn’t be so many for me to break!
Social control and coercion lead most
of us to react overtly or covertly
You can’t do that …
You must do this …
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.
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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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Engagement is defined in
three ways
in the research literature:*
*From: “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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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
… 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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Activity
(1) Discuss what factors seem related
to students who become
disengaged from school learning.
(2) List out ways to help prevent such
disengagement.
.
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Working with
Disengaged Students
Four general strategies
See Handout for this and some references for
learning more about all this.
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I suspect that many children
would learn arithmetic,
and learn it better,
f it were illegal.
John Holt
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Activity for the future at a school
Discuss which classroom and school practices
seem to
(1) threaten feelings of
>competence
>self-determination
>relatedness to staff and peers
(2) enhance such feelings
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D. Pursuing Teaching as One Strategy
in a Comprehensive System of
Student and Learning Supports
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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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A system of learning supports
frames both an
intervention continuum
& delineated arenas of content
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Levels of Intervention 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)
See examples
See examples
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
Infrastructure
>leadership
mechanisms
Support
for
Transition
Student &
Family
Assistance
Community
Outreach
Home involvement &t
Engagement
In Schooling
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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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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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Student and Family Assistance
FOCUS
Specialized assistance provided through
personalized health and social service programs
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Student and Family Assistance – Examples
• 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
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• Enhancing stakeholder awareness of programs and services
For more specific examples and mapping and
analysis self study surveys for each arena, see the
Center’s online resource aid:
Resource mapping and management to
address barriers to learning:
An intervention for systemic change
http://smhp.psych.ucla.edu/pdfdocs/resourcemapping/resourcemappingandmanagement.pdf
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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
Activity: Mapping & Analyzing Learning Supports
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The framework is meant to guide development of
a comprehensive system of learning supports as
a primary and essential component of school
improvement.
Reminder:
Such an enabling component is meant to:
(1) address interfering factors
and
(2) re- engage students in classroom instruction
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What the Two Component Model Does to Teachers
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
No barriers
Barriers
To
Learning,
Development,
Teaching
Instructional
Component
Classroom
Teaching
+
Enrichment
Activity
Desired
Outcomes
(High Expectations
& Accountability)
(High Standards)
What’s Missing?
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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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Identifying Staff at a School Involved
with Learning Supports*

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
125
Working together to Develop the System:
A Learning Support Leadership Team
What you probably have is
a Case-Oriented Team
(Focused on specific individuals
and discrete services)
What you also need is a
Leadership Team for Developing a
Unified & Comprehensive System
of Learning Supports
(Focused on all students and the resources,
programs, and systems to address barriers to
learning and promote healthy development)
Sometimes called:
Possibly called:

Child/Student Study Team

Learning Supports Leadership Team

Student Success Team

Learning Supports Resource Team

Student Assistance Team

Learning Supports Development Team

Teacher Assistance Team

Learning Support Component Team

IEP Team
126
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 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"

127
Enhancing a System of Learning Supports:
Connecting Resources Across a Family of Schools,
a District, and Community-Wide
Learning
Supports
Leadership
Team
High
Schools
Middle
Schools
Elementary
Schools
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadeship
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning
Supports
Leadership
Team
Learning Supports
Learning Supports
Leadership Council
Leadership Council
School District
Resources, Management,
& Governing Bodies
Community Resources,
Management, &
Governing Bodies
128
To Recap:
Here are six steps we recommend to teachers concerned
with enhancing equity of opportunity for students:
(1) Rethink assistance and support in the classroom
(2) Understand that positive classroom and schoolwide
climate emerge from both good instruction and a potent
approach to learning supports
(3) Aim at increasingly personalizing instruction and
student and learning supports
UCLA
Work with colleagues, volunteers, and other
stakeholders to
(4) Ensure a continuum of interventions and use a
sequential approach in assessing responses to
intervention
(5) Extend ways to accommodate differences/disabilities
(6) Expand school improvement plans to include
development of a comprehensive system of student and
learning supports
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Write down one question and/or comment
We will answer as many as we can
and take the rest away and send back
some response to the class.
And remember you can always contact our
Center to access resources & TA.
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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
UCLA