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

2. UCLA About this Resource This is part of a set of 7 power point sessions. For each session, there are also a package of handouts (online in PDF) that cover the material. Many of these handouts provide additional details on a given topic.

3. UCLA Feel free to use the power point slides and the handouts as is or by adapting them to advance efforts to develop a comprehensive system of learning supports.

4. UCLA Session Topics I.Why is a System of Learning Supports Imperative for School Improvement? II. What is a System of Learning Supports? An intervention perspective III. What is a System of Learning Supports? An infrastructure perspective

5. UCLA Session Topics IV. What is a System of Learning Supports? A policy perspective V.What’s Involved in Getting from Here to There? VI. Engaging and Re-engaging Students with an Emphasis on Intrinsic Motivation VII. Concluding Comments

6. UCLA Session II What is a System of Learning Supports? A n intervention perspective

7. UCLA Topics Covered A Sequential Approach Defining Learning Supports Framing a Comprehensive System of Learning Supports Major Examples of Intervention Activity in Content Arenas Combined Continuum and Content Arenas

8. UCLA 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

9. UCLA This translates into a sequential approach that at its foundation involves enhancing the focus on promoting healthy development and preventing problems.

10. UCLA Promoting learning & Healthy Development plus Prevention of Problems (System of Prevention) Intervening as early after onset of problems as is feasible (System of Early Intervention) Specialized assistance for those with severe, pervasive, or chronic problems (System of Care) as necessary

11. UCLA Defining learning supports To accomplish the essential public education goal of enabling all students to have an equal opportunity for success at school, research indicates the need for developing a comprehensive, multifaceted, and cohesive system of learning supports. Learning supports are the resources, strategies, and practices that provide physical, social, emotional, and intellectual supports to directly address barriers to learning and teaching and re-engage disconnected students. A comprehensive system of learning supports provides supportive interventions in classrooms and schoolwide and is fully integrated with efforts to improve instruction and management at a school.

12. UCLA Framing a Comprehensive System of Learning Supports to Address Barriers to Learning

13. UCLA Intervention Continuum & Content

14. UCLA Continuum -- Interconnected Systems 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) 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)

15. UCLA Categories of Basic Content Arenas for Learning Supports Intervention

16. UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning

17. UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention

18. UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Support for Transitions

19. UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Support for Transition Home involvement &t Engagement In Schooling

20. UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Support for Transition Home involvement &t Engagement In Schooling Community Outreach

21. UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Support for Transition Home involvement &t Engagement In Schooling Student & Family Assistance Community Outreach

22. UCLA Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Support for Transition Home involvement &t Engagement In Schooling Student & Family Assistance Community Outreach Infrastructure >leadership >resource- oriented mechanisms

23. UCLA Major Examples of Activity in Each of the Six Basic Content Arenas

24. UCLA 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

25. UCLA Classroom-Based Enabling (cont.) EXAMPLES OF ACTIVITIES Opening the classroom door to bring in available supports

26. UCLA 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

27. UCLA 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

28. UCLA 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

29. UCLA 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

30. UCLA Crisis Assistance and Prevention FOCUS School-wide and classroom-based efforts for >responding to crises >minimizing the impact of crises >preventing crises

31. UCLA Crisis Assistance and Prevention EXAMPLES OF ACTIVITIES Ensuring immediate assistance in emergencies so students can resume learning

32. UCLA Crisis Assistance and Prevention EXAMPLES OF ACTIVITIES Ensuring immediate assistance in emergencies so students can resume learning Providing Follow up care as necessary

33. UCLA 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

34. UCLA 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

35. UCLA 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

36. UCLA 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

37. UCLA 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

38. UCLA Support for Transitions EXAMPLES OF ACTIVITIES Welcoming & social support programs for newcomers

39. UCLA Support for Transitions EXAMPLES OF ACTIVITIES Welcoming & social support programs for newcomers Daily transition programs (e.g., before/afterschool, lunch)

40. UCLA Support for Transitions EXAMPLES OF ACTIVITIES Welcoming & social support programs for newcomers Daily transition programs (e.g., before/afterschool, lunch) Articulation programs

41. UCLA 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

42. UCLA 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

43. UCLA 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

44. UCLA 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

45. UCLA Home Involvement in Schooling EXAMPLES OF ACTIVITIES Addressing specific support and learning needs of family

46. UCLA Home Involvement in Schooling EXAMPLES OF ACTIVITIES Addressing specific support and learning needs of family Improving mechanisms for communication & connecting school and home

47. UCLA 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

48. UCLA 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

49. UCLA 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

50. UCLA Community Outreach for Involvement and Support (including Volunteers) FOCUS Building linkages and collaborations to strengthen students, schools, families, and neighborhoods

51. UCLA Community Outreach for Involvement and Support (including Volunteers ) EXAMPLES OF ACTIVITIES Planning and Implementing Outreach to Recruit a Wide Range of Community Resources

52. UCLA 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

53. UCLA 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

54. UCLA 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

55. UCLA Student and Family Assistance FOCUS Specialized assistance provided through personalized health and social service programs

56. UCLA Student and Family Assistance Providing support as soon as a need is recognized and doing so in the least disruptive ways

57. UCLA 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

58. UCLA 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

59. UCLA 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

60. UCLA 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

61. UCLA 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

62. UCLA 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

63. UCLA Combined Continuum and Content Arenas 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/ Emergency Assistance & Prevention Support for transitions Home Involvement in Schooling Community Outreach/ Volunteers Student & Family Assistance

64. UCLA Systems for Promoting Healthy Development & Preventing Problems Accommodations for differences & disabilities Specialized Assistance & other intensive interventions Systems for Early Intervention (early-after problem onset) Systems of Care (a)* (b)* (c)* (d)* (e)* (f)* System of Learning Supports is Designed to Produce a Declining Proportion of Students Needing Special Assistance Intervention Content Arenas (a) = Classroom-focused enabling; (b) = Support for transitions (c) = Home involvement in schooling; (d) = Community outreach/volunteers (e) = Crisis/ emergency assistance and prevention; (f) = Student and family assistance Levels

65. UCLA 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

66. UCLA What’s Missing? Range of Learners No barriers Barriers* To Learning, Development, Teaching Instructional Component Classroom Teaching + Enrichment Activity Desired Outcomes (High Expectations & Accountability) (High Standards) I = Motivationally ready and able Not very motivated/ lacking prerequisite II = skills/ different rates & styles/ minor vulnerabilities III = Avoidant/ very deficient in capabilities

67. UCLA An Enabling or Learning Supports Component to Address Barriers and Re-engage Students in Classroom Instruction Range of Learners No barriers Barriers* To Learning, Development, Teaching Instructional Component Classroom Teaching + Enrichment Activity Desired Outcomes (High Expectations & Accountability) (High Standards) I = Motivationally ready and able Not very motivated/ lacking prerequisite II = skills/ different rates & styles/ minor vulnerabilities III = Avoidant/ very deficient in capabilities Enabling Component (1)Addressing Interfering Factors (2) Re-engaging Students in Classroom Instruction

68. UCLA 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

69. UCLA To Recap: A comprehensive framework to guide development of an enabling/learning supports component combines a continuum of intervention with a discrete set of content arenas. The resulting matrix provides a mapping tool and a planning guide for developing a comprehensive set of learning supports.

70. UCLA Study Questions >What constitutes a full continuum of interventions in providing learning supports? >Why don’t most schools strive to develop a comprehensive system of learning supports?

71. UCLA Activity Looking at the schools you know – How close are they to having a comprehensive system of learning supports? To answer this, see the tool for mapping & analyzing Learning Supports – Online at http://smhp.psych.ucla.edu/summit2002/ tool%20mapping%20current%20status.pdf

72. UCLA Some Relevant References & Resources >Frameworks for Systemic Transformation of Student and Learning Supports http://smhp.psych.ucla.edu/pdfdocs/systemic/frameworksfo rsystemictransformation.pdf >The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning – http://www.corwinpress.com/book.aspx?pid=11343

73. UCLA Next: An overview of operational infrastructure considerations