1 Moving School Improvement Policy and Practice Forward: Standards for a Unified & Comprehensive System of Learning Supports

3 Implementing a set of curriculum standards is one thing... Making such standards effective for All Students is quite another matter!

4 As standards for curriculum increasingly dominate the attention of educators, greater concern for ensuring equity of opportunity for all students has arisen. Unless standards for curriculum are balanced by adoption of formal standards for learning supports, it is likely that the gap between educational haves and have ‑ nots will widen. With this in mind, a set of learning supports standards has been developed. These standards provide an essential guide for school improvement efforts to unify student and learning supports and then develop a comprehensive system at every school for addressing barriers to learning and teaching and re ‑ engaging disconnected students.

Standards Guide Development of a Unified System to Address Barriers & Re-engage Students Four Fundamental and Interrelated Concerns Policy Revision Framing Interventions to Address Barriers to Learning and Teaching into a Unified & Comprehensive System of Interventions Rethinking Organizational & Operational Infrastructure Developing Systemic Change Mechanisms for Effective Implementation, Sustainability, & Replication to Scale Also, counter the overemphasis on extrinsic reinforcers by reintroducing a focus on intrinsic motivation.

6 Our work has focused on all four concerns and they are reflected in the set of learning supports standards that have been developed. Today, as context for the learning supports standards, we highlight: I. Why a Unified & Comprehensive System of Learning Supports is Imperative for School Improvement Policy and for Student and Teacher Well-Being? and II. Prototype Frameworks for New Directions for Student and Learning Supports In this context, we will delineate >an expanded school improvement policy framework >how to reframe student and learning supports for schools and then we will present the outline of the common core standards for a learning supports component.

7 Some Major Concerns  High student dropout rates  High teacher turnover  Continuing achievement gap  So many schools designated as low performing  High stakes testing is taking its toll  Plateau effect Teachers shouldn’t be expected to do it alone! I.Why is a system of learning supports imperative for school improvement policy?

UCLA When it comes to policy, the Carnegie Task Force on Education has stressed: 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.

9 The Challenge: Addressing Barriers to Learning/Development/Parenting/Teaching Range of Learners Motivationally ready and able Not very motivated/ lacking prerequisite skills/ different rates & styles/ minor vulnerabilities Avoidant/ very deficient in capabilities No barriers Barriers to Learning, Development, Parenting, Teaching Desired Outcomes Traditional Parenting & Teaching

10 For most youngsters, 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 Stressing the Full Range of Barriers to Learning/Development/Parenting/Teaching

What has been the long-standing approach to student problems in districts and schools? 11

12 Current approach to addressing barriers at schools Talk about fragmented!!! Psychological Testing Violence & Crime Prevention Special Education After-School Programs HIV/Aids Prevention Pupil Services District Juvenile Court Services Community-Based Organizations Mental Health Services Social Services HIV/AIDS Services Child Protective Services Pregnancy Prevention Counseling Codes of Discipline Physical Education Health Education Clinic Health Services Nutrition Education School Lunch Program Drug Prevention Drug Services Smoking Cessation for Staff

13 What this means for systemic change: Current situation is that the efforts to provide supports to address barriers are Marginalized in 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)

14 Why the Marginalization? A Policy Problem Direct Facilitation of Learning & Development Instructional / Developmental Component Management Component Governance and Resource Management Safe schools & Some Student & Family Assistance Besides offering a small amount of school-owned student "support” services, schools outreach to the community to add a few school-based / linked services.

II. Expanding School Improvement Policy & Reframing Student and Learning Supports Clearly, there are some student and learning supports; what’s missing is a dedicated, unified, and comprehensive component directly focused on: (1) addressing barriers to learning and teaching AND (2) re-engaging students who have become disconnected from classroom instruction and schools 15

UCLA Governance and Resource Management (Management Component) The need is to move from the prevailing two-component policy framework to a three-component framework to develop a unified and comprehensive system of supports Addressing Barriers to Learning/Teaching (Enabling or Learning Supports Component) Direct Facilitation of Learning (Instructional Component) Examples of Initiatives, programs and services at schools 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 >special education programs >mandates stemming from the No Child Left Behind Act & other federal programs

Building a Learning Supports System 17 Learning Supports are defined as the resources, strategies, and practices that support physical, social, emotional and intellectual development and well-being to enable all students to have an equal opportunity for success at school. To enable effective use of learning supports, school and community resources are unified in a learning supports component and fully integrated with instructional efforts and interventions and professional development. A learning supports component is deployed in classrooms and school-wide to address barriers to learning and teaching and re-engage disconnected students.

Prototype for a Unified & Comprehensive System of Interventions 18

19 A Unifying Concept for Student & Learning Supports Range of Learners No barriers Barriers To Learning, Development, Teaching Instructional Component Classroom Teaching + Enrichment Activity Desired Outcomes (High Expectations & Accountability) (High Standards) Motivationally ready and able Not very motivated/ lacking prerequisite skills/ different rates & styles/ minor vulnerabilities Avoidant/ very deficient in capabilities Enabling Component (1)Addressing Interfering Factors (2) Re-engaging Students in Classroom Instruction

A Comprehensive & Systemic Learning Supports Component is Standards-Based and Accountability-Driven The intervention framework consists of a full continuum of interventions & An Organized Set of Content Arenas 20

21 Prototype for Clarifying Levels of Intervention Continuum: Interconnected Subsystems for Meeting the Needs of All Students One key Facet of a Learning Supports Component Systems for Promoting Healthy Development & Preventing Problems primary prevention – includes universal interventions (low end need/low cost per individual programs) School Resources (facilities, stakeholders, programs, services) Community Resources (facilities, stakeholders, programs, services) See examples

22 Prototype for Clarifying Levels of Intervention Continuum: Interconnected Subsystems for Meeting the Needs of All Students One key Facet of a Learning Supports Component Systems of Early Intervention early-after-onset – includes selective & indicated interventions (moderate need, moderate cost per individual) School Resources (facilities, stakeholders, programs, services) Community Resources (facilities, stakeholders, programs, services) See examples

23 Prototype for Clarifying Levels of Intervention Continuum: Interconnected Subsystems for Meeting the Needs of All Students One key Facet of a Learning Supports Component Systems of Care treatment/indicated interventions for severe and chronic problems (High end need/high cost per individual programs) School Resources (facilities, stakeholders, programs, services) Community Resources (facilities, stakeholders, programs, services) See examples

24 Levels of Intervention Continuum: Interconnected Subsystems for Meeting the Needs of All Students Systems for Promoting Healthy Development & Preventing Problems primary prevention – includes universal interventions (low end need/low cost per individual programs) Systems of Early Intervention early-after-onset – includes selective & indicated interventions (moderate need, moderate cost per individual) Systems of Care treatment/indicated interventions for severe and chronic problems (High end need/high cost per individual programs) School Resources (facilities, stakeholders, programs, services) Community Resources (facilities, stakeholders, programs, services) See examples

25 Prototype Categories of Basic Content Arenas for Student/Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis Assistance & Prevention Support for Transitions Home Involvement / Engagement in Schooling Student & Family Assistance Community Support See Examples & Surveys

26 Prototype Categories of Basic Content Arenas for Student/Learning Supports Intervention Classroom-Based Approaches to Enable Learning See Examples & Surveys

27 Prototype Categories of Basic Content Arenas for Student/Learning Supports Intervention Support for Transitions See Examples & Surveys

28 Prototype Categories of Basic Content Arenas for Student/Learning Supports Intervention Home Involvement / Engagement in Schooling See Examples & Surveys

29 Prototype Categories of Basic Content Arenas for Student/Learning Supports Intervention Community Support See Examples & Surveys

30 Prototype Categories of Basic Content Arenas for Student/Learning Supports Intervention Crisis Assistance & Prevention See Examples & Surveys

31 Prototype Categories of Basic Content Arenas for Student/Learning Supports Intervention Student & Family Assistance See Examples & Surveys

32 Categories of Basic Content Arenas for Student/Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis Assistance & Prevention Support for Transitions Home Involvement / Engagement in Schooling Student & Family Assistance Community Support Infrastructure For Learning Supports See Examples & Surveys Leadership

33 Combined Continuum and Content Arenas Provides the Framework for a Unified & Comprehensive System of Supports Levels of Intervention Systems for Promoting Healthy Development & Preventing Problems Systems for Early Intervention (Early after problem onset) Systems of Care Content Arenas Classroom- Focused Enabling Crisis Assistance & Prevention Support for Transitions Home Engagement in Schooling Community Support Student & Family Assistance

34 About Standards for a Learning Supports Component Based on innovative work across the country, our Center has facilitated development of standards that expand school improvement policy and practice from a two to a three ‑ component approach and that can guide schools in developing a unified and comprehensive system of learning supports. Adopting a set of standards for learning supports represents a major way to balance what is happening by systematically enhancing how schools address barriers to learning and teaching. The set provides: (a) a tool for leaders and policy makers at every level to assess how well schools are doing with respect to addressing factors interfering with learning and teaching (including re ‑ engaging disconnected students) and (b) a guide for developing a unified and comprehensive system of learning supports.

35 Standards for a Learning Supports Component The following standards are formulated around five areas of concern that confront schools developing a unified and comprehensive system of learning supports: (1) Framing and Delineating Intervention Functions, (2) Reworking Operational Infrastructure, (3) Enhancing Resource Use, (4) Continuous Capacity Building, and (5) Continuous Evaluation and Appropriate Accountability.

36 Standards for a Learning Supports Component Area -- Framing and Delineating Intervention Functions Standard 1 addendum: Specific standards for the content arenas of a learning supports component >Standard 1a. Continuous enhancement of regular classroom strategies to enable learning (e.g., personalizing learning for students with mild-moderate learning and behavior problems and to re-engage those who have become disengaged from learning at school; providing special individual learning accommodations and supports as necessary)

37 Standards for a Learning Supports Component Area -- Framing and Delineating Intervention Functions Standard 1 addendum: Specific standards for the content arenas of a learning supports component >Standard 1b. Continuous enhancement of programs and systems for a full range of transition supports (e.g., assisting students and families as they negotiate hurdles to enrollment, school and grade changes, daily transitions, program transitions, etc.) >Standard 1c. Continuous enhancement of programs and systems to increase and strengthen home and school connections

38 Standards for a Learning Supports Component Area -- Framing and Delineating Intervention Functions Standard 1 addendum: Specific standards for the content arenas of a learning supports component >Standard 1d. Continuous enhancement of programs and systems for responding to, and where feasible, preventing school and personal crises (including creating a caring and safe learning environment) >Standard 1e. Continuous enhancement of programs and systems to increase and strengthen community involvement and support (e.g., outreach to develop greater community involvement and support, including enhanced use of volunteers) >Standard 1f. Continuous enhancement of programs and systems to facilitate student and family access to effective services and special assistance as needed.

39 Standards for a Learning Supports Component Area -- Reworking Operational Infrastructure Standard 2 : Establishment of an integrated operational infrastructure for a comprehensive, multifaceted, and cohesive component for addressing barriers to learning and teaching and re-engaging disconnected students.

40 What the student support infrastructure looks like at most schools now Instructional Component Leadership for instruction Management/Governance Component (Various teams and Work groups focused on Improving instruction) School Improvement Team Management/ Governance Leadership (Various teams and Work groups focused on management & governance) Moderate- Severe problems Disability concerns Case- Oriented Mechanisms

41 What the standards for learning supports stress: An Integrated Infrastructure at the School Level (Should be paralleled at the District Level) Instructional Component Leadership for Instruction Management/Governance Component Management/ Governance Leadership School Improvement Team Learning Supports or Enabling Component Leadership for Learning Supports Learning Supports Resource Team Work Groups Resource- Oriented Mechanisms moderate problems Case- Oriented Mechanisms severe problems

42 About a Learning Supports Component Leadership Team What you also need is a Leadership Team to Develop a Unified & Comprehensive System of Learning Supports What you probably have is a Team Focused on Specific Individuals & Discrete Services Sometimes called:  Child/Student Study Team  Student Success Team  Student Assistance Team  Teacher Assistance Team  IEP Team Possibly called:  Learning Supports Resource Team  Learning Supports Component Leadership Team  Learning Supports Component Development Team

43 EXAMPLES OF FUNCTIONS  aggregating data across students and from teachers to analyze school needs  mapping resources  analyzing resources  enhancing resources  program and system planning/development  redeploying resources  coordinating-integrating resources  social "marketing" EXAMPLES OF FUNCTIONS  triage  referral  case monitoring/management  case progress review  case reassessment Team Focused on Specific Individuals & Discrete Services Core Team for Developing a Unified & Comprehensive System of Learning Supports

44 Standards for a Learning Supports Component Area -- Enhancing Resource Use Standard 3 : Appropriate resource use and allocation for developing, maintaining, and evolving the component. Area -- Continuous Capacity Building Standard 4 : Capacity building for developing, maintaining, and evolving the component. Area -- Continuous Evaluation and Appropriate Accountability. Standard 5 : Formative and summative evaluation and accountability are fully integrated into all planning and implementation of the component.

45 Standards for a Learning Supports Component For details, see: >General Information >the full document – Also see Blogs at: > Huffington Pos t core_b_ html >Hunt Institute for-learning-supports-looking-for-feedback-from-all-concerned-about-equity-of- opportunity /opportunity / >Education Week dialogue/2012/08/learning_supports_the_missing_.html >Another on ASCD children-expanding-the-common-core-standards-movement

UCLA How do we get from here to there? Systemic Change! Is this your systemic change process?

47 What are the phases for developing the system? Creating Readiness & Commitment Starting Up & Phasing In Institutionalizing Creatively Renewing Strategically plan each phase with scale-up & replication in mind!

At this point, I hope you are ready to unify the learning supports system. Well, it makes sense, BUT my job is bullying prevention! Well, it sounds good, BUT my grant is for dropout prevention! It seems like it should be done, BUT I’m responsible for Title I … Readiness involves more than presenting new ideas; it involves escaping old ones!

49 “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

50 UCLA Web site  The Center at UCLA has extensive resources which are free and readily accessible online. These include:  Resources to help meet daily needs related to student learning, behavior, and emotional concerns  Policy and practice analyses to help rethink current student and learning supports  A toolkit to help design and implement a unified & comprehensive learning supports system, and more...

51 Online Technical Assistance  The Center at UCLA provides regular responses to all relevant technical assistance inquiries.  This powerpoint presentation is available to you on request.* Contact: *More extensive powerpoint presentations are available at A one hour webinar is online at lsr.php?AT=pb&SP=TC&rID= &rKey=09f14db0881f5159&act=pb