1. UCLA Leadership Institute Addressing Barriers to Learning & Teaching and Re-engaging Disconnected Students

2. UCLA We just missed the school bus. \ Don’t worry. I heard the principal say \ no child will be left behind. /

3. UCLA 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.

4. UCLA 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

5. UCLA 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

6. UCLA I. Why is a System of Learning Supports Imperative for School Improvement?

7. UCLA <><><><><><><><><> 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. <><><><><><><><><>

8. UCLA The limited focus contributes to: –High Student Dropout Rates

9. UCLA The limited focus contributes to: –High Student Dropout Rates –High Teacher Dropout Rates

10. UCLA The limited focus contributes to: –High Student Dropout Rates –High Teacher Dropout Rates –Continuing Achievement Gap

11. UCLA The limited focus contributes to: –High Student Dropout Rates –High Teacher Dropout Rates –Continuing Achievement Gap –So Many Schools Designated as Low Performing

12. UCLA 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

13. UCLA 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

14. UCLA 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.

15. UCLA 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.”

16. UCLA Data from the National Assessment of Education Progress (NAEP) clearly shows the plateau effect related to academic achievement.

17. 17

18. UCLA Three Lenses for Viewing School Improvement Efforts

19. UCLA Lens #1 = All Students Not some -- ALL youngsters are to have an equal opportunity to succeed at school

20. 20 Lens #1 = ALL Students Range of Learners Motivationally ready and able Not very motivated/ lacking prerequisite skills/ different rates & styles/ minor vulnerabilities Avoidant/ very deficient in capabilities

21. UCLA 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)

22. 22 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 Appreciating the Full Range of Barriers to Learning and School Improvement –

23. UCLA Examples of Environmental Conditions extreme economic deprivation community disorganization, including high levels of mobility violence, drugs, etc. minority and/or immigrant status

24. UCLA Examples of Family Conditions chronic poverty conflict/disruptions/violence substance abuse models problem behavior abusive caretaking inadequate provision for quality child care

25. UCLA Examples of School & Peer Conditions poor quality school negative encounters with teachers negative encounters with peers inappropriate peer models

26. UCLA Examples of Individual Conditions medical problems low birth weight/neurodevelopmental delay psychophysiological problems difficult temperament & adjustment problems inadequate nutrition

27. UCLA Caution: Don’t let anyone misinterpret the term >Barriers to learning It encompasses much more than a deficit model of students.

28. UCLA And, it is part of a holistic approach that emphasizes the importance of >Protective Buffers (e.g., strengths, assets, resiliency, accommodations) & >Promoting Full Development

29. UCLA 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

30. UCLA 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

31. UCLA Motivation, and especially Intrinsic Motivation are fundamental intervention concerns related to student (and staff) problems

32. UCLA 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

33. UCLA <><><><><><><><><><><> From the perspective provided by these three lenses, schools need to revisit their school improvement plans with an eye to what’s missing. <><><><><><><><><><><>

34. Brief Activity Think about how your school improvement plan addresses students who do not come to school motivated and ready to learn. Using the three lenses, jot down what’s being done to: (1) Address barriers to learning (2) Re-engage disconnected students 34

35. UCLA I. Why is a System of Learning Supports Imperative for School Improvement? (cont.) School Improvement Planning: What’s Being Done & What’s Missing?

36. UCLA What we see around the country 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

37. 37 Why the fragmentation? 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  Fragmentation is one result and isn’t solved by focusing solely on improving coordination  Poor cost-effectiveness is another result (up to 25% of a school budget used in too limited and often redundant ways)  So is counterproductive competition for sparse resources (among school support staff and with community-based professionals who link with schools)

38. 38 Why the Marginalization? How school improvement planning addresses barriers to learning and teaching 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.

39. Clearly, there are some supports; what’s missing is a dedicated, unified, and comprehensive component focused on: (1) addressing barriers to learning and teaching AND (2) re-engaging students who have become disconnected from classroom instruction 39

40. The missing component becomes evident when school improvement plans are analyzed with respect to what is planned for those students who do not come to school every day motivated and ready to learn. 40

41. 41 The need is to move from the prevailing two-component framework to a three-component framework in order to develop a Comprehensive System of Learning Supports Direct Facilitation of Learning & Development Instructional/ Developmental Component Management Component Learning Supports Component Addressing Barriers to Learning Governance and Resource Management

42. UCLA Governance and Resource Management (Management Component) Unifying Policy & Practice for Addressing Barriers to Learning Addressing Barriers to Learning/Teaching (Enabling or Learning Supports Component) Direct Facilitation of Learning (Instructional 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 >special education programs >mandates stemming from the No Child Left Behind Act & other federal programs

43. Activity: Discuss what you think teachers at your school 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. Why are so many students not motivationally ready and able? After your discussion, enjoy a break. 43

44. UCLA With all the budget problems, We have to do everything on a shoestring. \ Are you saying you \ still have a shoestring? /

45. UCLA What’s the community doing?

46. UCLA AGENCY REFORM Restructuring and Reforming Community Health and Human Services

47. UCLA 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

48. UCLA 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

49. UCLA It is important to remember that Community Agency Reform is not the same thing as Strengthening Communities

50. UCLA The major intent of agency reform is to restructure services to reduce fragmentation.

51. UCLA The major intent of agency reform is to restructure services to reduce fragmentation. The emphasis is mainly on interagency collaboration.

52. UCLA 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.

53. UCLA 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.

54. UCLA School Banks Police Day care Center Faith-based Institutions Higher Education Institutions Local Residents Businesses Restaurants Health & Social Services Agencies Community Based Orgs.; Civic Assn. Media Artist & Cultural Institutions Library Senior Citizens From Kretzmann & McKnight -- Communities have many resources!

55. UCLA 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

56. UCLA 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

57. UCLA 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

58. UCLA In the handout, material, we have put some key questions we hope you are thinking about at this point. For discussion: 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?

59. 59 Some matters that work against dealing effectively with addressing barriers to learning and teaching

63. UCLA Next: We turn to four fundamental, interrelated concerns involved in moving forward to develop a Comprehensive System of Learning Supports

64. Toward developing, implementing, & sustaining a unified and comprehensive component Four Fundamental and Interrelated Concerns Framing Interventions to Address Barriers to Learning and Teaching into Policy a Comprehensive System Revision of Interventions Rethinking Developing SystemicOrganizational & Change Mechanisms for Operational Effective Implementation, Infrastructure Sustainability, & Replication to Scale Also, counter the overemphasis on extrinsic reinforcers by reintroducing a focus on intrinsic motivation.

65. UCLA 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

66. UCLA II. What is a System of Learning Supports? Rethinking I ntervention

67. UCLA 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

68. 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 Needed: An Integrated Sequence of Interventions that Includes a Comprehensive System of Learning Supports

69. UCLA 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.

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

71. 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

72. UCLA A system of learning supports frames both an intervention continuum & delineated arenas of content

73. UCLA Levels of Intervention 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) See examples

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

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

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

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

78. 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 & Engagement In Schooling

79. 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

80. 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

81. 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 mechanisms

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

83. 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

84. 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

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

86. 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

87. 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

88. 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

89. 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

90. 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

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

92. 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

93. UCLA School Banks Police Day care Center Faith-based Institutions Higher Education Institutions Local Residents Businesses Restaurants Health & Social Services Agencies Community Based Orgs.; Civic Assn. Media Artist & Cultural Institutions Library Senior Citizens From Kretzmann & McKnight -- Communities have many resources!

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

95. 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

96. 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

97. 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 Activity: Mapping & Analyzing Learning Supports

98. 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

99. UCLA 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

100. 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

101. 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

103. 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 -- we will detail this later)

104. UCLA 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.

105. UCLA Activity Looking at schools you know: How close are they to having a unified and comprehensive system of learning supports? To answer this, many schools are using our Center’s tool for mapping & analyzing Learning Supports – (It’s online as part of a toolkit of aids) Take a few minutes now to do a bit of mapping using this aid.

107. UCLA Next: An overview of operational infrastructure considerations

108. II. What is a System of Learning Supports? (cont.) B. Reworking Infrastructure Levels of Infrastructure Development Key Mechanisms for a Component What the infrastructure looks like at most schools Prototype for an integrated infrastructure at a school Connecting a Family of Schools (e.g., feeder pattern) Prototype for a School District Infrastructure About Developing a Learning Supports Leadership Team About Effective School-community Infrastructure 108

109. UCLA 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!

110. UCLA Key Mechanisms for a Component Administrative Leader Staff Lead for Component Leadership Team & Workgroups

111. 111 What the student support infrastructure looks like at most schools 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

112. 112 Example of an Integrated Infrastructure at the School Level Instructional Component Leadership for Instruction Management/Governance Component Management/ Governance Leadership School Improvement Team Learning Supports or Enabling Component Leadership for Student & Learning Supports Leadership Team to develop Component Work Groups Focused on System Development Work Groups Focused on Individual Students (Leadership Team & Work Groups) (Leadership Team & Work Groups) Moderate- Severe problems Disability concerns

113. UCLA 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 Leadership Team Facilitator for a Multi-site Resource Council At the district Level 1-2 representatives from each Multi-site Resource Council High Level District Administrator School Board Subcommittee Chair (Comparable leadership at county, state, and federal levels)

114. 114 Enhancing a System of Learning Supports: Connecting Resources Across a Family of Schools, a District, and Community-Wide High Schools Middle Schools Elementary Schools Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Council School District Resources, Management, & Governing Bodies 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 Council Community Resources, Management, & Governing Bodies

115. 115 Prototype for an Integrated Infrastructure at the District Level with Mechanisms for Learning Supports That Are Comparable to Those for Instruction Leads, Leadership Team, and Work Groups Focused on Governance/Management Leads for Content Arenas Work Groups for Component Development Instructional Component Leadership Team (e.g., component leader and leads for all content areas) Schools Improvement Planning Team Superintendent’s Cabinet Superintendent Subcommittees Leads for Content Arenas Work Groups for Component Development Learning Supports Leadership Team (e.g., component leader and leads for all six content arenas) Board of Education Leader for Instructional Component (e.g., Assoc. Sup.) Leader for Learning Supports Component (e.g., Assoc. Sup.) Leader for Management/ Governance Component (e.g., Assoc. Sup.)

116. UCLA About the Leadership Team & Work Groups for Developing thea Learning Supports Component

117. UCLA First Step: Document 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 Leadership Team for Developing the Learning Supports Component

118. UCLA Learning Supports Staff at a School* >Administrative Leader for Learning Supports >School Psychologist >School Nurse >Pupil Services & Attendance Counselor >Social Worker >Counselors >Dropout Prevention Program Coordinator >Title I and Bilingual Coordinators >Resource and Special Education Teachers Other important resources: >School-based Crisis Team Members >School Improvement Program Planners >Community Resources *Such a list should include a brief description of programs and services and times available

119. 119 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

120. 120 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

121. UCLA Can you define collaboration for me? \ Sure! Collaboration is an unnatural act between nonconsenting adults. / About Developing an Effective School- Community Collaboration

122. UCLA 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.

123. UCLA 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).

124. UCLA 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 additional resources >coordinating-integrating resources >social “marketing”

125. UCLA About Collaborative Infrastructure Basic Elements Who should be at the table? steering group >families >schools >communities collab. ad hoc work groups Connect Collaboratives at All Levels bodydy

126. UCLA Expanded Elements steering group standing work group for pursuing operational daily functions/tasks collab. body ad hoc work groups standing work groups for pursuing process for pursuing programmatic functions/tasks functions/tasks

127. UCLA 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

128. UCLA 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?” http://smhp.psych.ucla.edu/summit2002/tool%20infrastructure.pdf

129. There are already so many problems in the world I really don’t think you should be introducing another one!

130. UCLA Next: A look at the topic of intrinsic motivation

131. UCLA IV. Intrinsic Motivation: Engaging and Re-engaging Students, Families, & Staff Understanding Intrinsic Motivation A Caution about Overreliance on Extrinsics A Focus on Re-engagement in School Learning

132. UCLA Engaging & Re-engaging Students For students, family members, staff, or any other school stakeholders, concerns about engaging, re-engaging, 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.

133. UCLA 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! /

134. UCLA 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.

135. UCLA 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

136. UCLA Can you translate the following formula? E x V = M

137. UCLA 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.

138. UCLA Translation: Expectancy times value equals motivation

139. UCLA “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.

140. UCLA 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.

141. UCLA Applying the paradigm: Do the math. E x V = 0 x 1.0 = What are the implications?

142. UCLA 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.

143. UCLA Now, what about this? E x V = 1.0 x 0 = What are the implications?

144. UCLA 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.

145. UCLA. 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!

146. UCLA 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."

147. UCLA 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.

149. UCLA Overreliance on Extrinsics: a Bad Match

150. UCLA 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.

151. UCLA 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.

152. UCLA 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 ]

153. UCLA Intrinsic Motivation – Intervention Considerations Think in terms of Maximizing feelings of >>Self-determination >>Competency >>Connectedness to others

154. UCLA Intrinsic Motivation – Intervention Considerations Think in terms of Minimizing threats to feelings of: >>Self-determination >>Competency >>Connectedness to others

155. UCLA 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.

156. UCLA 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.

157. UCLA Engagement is defined in three ways in the research literature :

158. UCLA 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.

159. UCLA Some Guidelines for Strategies that Capture An Understanding of Intrinsic Motivation minimize coercive interactions

160. UCLA 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)

161. UCLA 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

162. UCLA 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

163. UCLA 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)

164. UCLA 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

166. UCLA 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 …

167. If you didn’t make so many rules, there wouldn’t be so many for me to break!

168. UCLA Kids think and often say as they react overtly or covertly Oh, you think so! This is called Psychological Reactance.

169. UCLA »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.

170. UCLA 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.

171. UCLA 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.

172. UCLA >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.

173. UCLA 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

174. UCLA 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; student-teacher 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

175. UCLA Working with Disengaged Students Four general strategies

176. UCLA (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 disengagedstudents and prevent others from developing such perceptions.

177. UCLA (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.

178. UCLA 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.

179. UCLA (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.

180. UCLA (4) Reestablishing and maintaining an appropriate working relationship (e.g., through creating a sense of trust, open communication, providing support and direction as needed).

181. UCLA 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.

182. UCLA To maintain re-engagement and prevent disengagement, the above strategies must be pursued using processes and content that:

183. UCLA minimize threats to feelings of competence, self-determination, and relatedness to valued others

184. UCLA 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)

185. UCLA guide motivated practice (e.g., providing opportunities for meaningful applications and clarifying ways to organize practice)

186. UCLA provide continuous information on learning and performance in ways that highlight accomplishments

187. UCLA 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).

188. UCLA I suspect that many children would learn arithmetic, and learn it better, if it were illegal. John Holt

189. UCLA 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.

190. UCLA 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

191. UCLA 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.

192. UCLA To Recap: Understanding Intrinsic Motivation is essential to enhancing engagement and re-engaging those who have become disengaged

193. UCLA To Recap: Overreliance on extrinsics can undermine efforts to enhance engagement in learning and to promote generalization and maintenance of what is learned

194. UCLA 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

195. GOSH MS. THOMPSON, I WAS READY TO LEARN MATH YESTERDAY. TODAY I’M READY TO LEARN TO READ. 195

196. UCLA Next: A look at what’s involved in getting from here to there

197. UCLA What’s Involved in Getting from Here to There?

198. UCLA How do we get from here to there? Is this your systemic change process?

199. Good ideas and missionary zeal are sometimes enough to change the thinking of individuals; they are rarely, if ever, effective in changing complicated organizations (like the school) with traditions, dynamics, and goals of their own. Seymour Sarason 199

200. UCLA Getting from Here to There & Planning Next Steps >Old Ideas from which We Need to Escape >Phasing in: Overview of Major Phases and Steps in Establishing a Comprehensive System of Learning Supports >Some Key Mechanisms to Facilitate Systemic Change >Learning Supports Coordinators as Change Agents who Facilitate Development of a Learning Supports Systemic Component at a School >Three Key Policy Considerations  Seven Steps for Principals and Their Staff in Establishing a Unified and Comprehensive System of Learning Supports

201. UCLA Understanding Processes and Problems Related to System Transformation as a Basis for Strategic Planning and Sustainable Implementation

202. UCLA The real difficulty in changing the course of any enterprise lies not in developing new ideas but in escaping old ones. John Maynard Keynes

203. UCLA Implementing innovation = Systemic change = Escaping old ideas

204. Here are six old ideas that need to be escaped if schools are to transform how they ensure students have an equal opportunity to succeed at school: (1) Thinking that effective school improvement can be accomplished despite the continuing marginalization of efforts to address barriers to student learning in school improvement policy and practice. 204

205. (2) Thinking that addressing barriers for the many students in need can be accomplished by continuing to overemphasize one-on-one direct services and paying sparse attention to classroom and school wide interventions that can reduce the need for such services. (3) Thinking that improving student and learning supports mainly involves enhancing coordination of interventions instead of transforming the enterprise into a comprehensive system that is fully integrated into school improvement policy and practice. 205

206. (4) Thinking that adopting a continuum of interventions is a sufficient framework for transforming current student/learning support services. (5) Thinking that co-locating community resources on school campuses is the same as systematically integrating community resources to fill critical intervention gaps at schools and enhance community engagement. 206

207. (6) Thinking that development of a system that transforms and sustains how schools address barriers to student learning can be accomplished without a well developed strategic plan for systemic change and personnel who have the capacity to effect the changes. 207

208. UCLA I think we’re finally making progress \ But unfortunately, our grant \ ends in three months. /

209. UCLA Expanded Frameworks for School Improvement Policy and Accountability

210. UCLA 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

211. UCLA 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.

212. UCLA 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.

213. UCLA Sustainable Systemic Transformation: Overview of Major Phases and Steps 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 – Generating Creative Renewal and Replication to Scale

214. UCLA Examples of Functions & Tasks for First and Second Phases

215. UCLA 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

216. UCLA 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

217. UCLA Some Key Process Functions >Ongoing planning > Facilitating communication > Information management > Problem solving

218. UCLA Some Key Mechanisms Governance External partners body for guiding Steering transformation body Transformation Leader & change agent staff including mentors & coaches

219. About Designated Agents of Change Need to understand the process of systemic transformation (diffusion of innovation) Need to understand the organization’s culture and politics Must have full administrative support for facilitating the designated changes

220. Examples of What Change Agents Do Promote readiness and commitment to vision and outcomes (“social marketing”) Facilitate initial and ongoing refinement of agreements (about frameworks, strategies) Facilitate strategic and action planning for start-up & phase-in Facilitate reworking of operational infrastructure Build capacity – coach, mentor, teach (creating a good fit by matching both motivation and capability) Facilitate formative evaluation Ensure a focus on sustainability and scale-up

221. Steering the Transformation with the Support of External Partners External partners help with system transformation by (1) clarifying prototypes for >transformation design >strategic sustainable systemic change (2) guiding/facilitating the design process (3) guiding/facilitating the strategic planning process (4) guiding/facilitating capacity building through each phase 221

222. UCLA When it comes to policy, we emphasize the analysis of the Carnegie Task Force on Education. They conclude: 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.

223. Three Key Policy Concerns 223

224. UCLA Moving from a Two- to a Three-component Framework for School Improvement Moving toward a Comprehensive System of Learning Supports Direct Facilitation of Learning & Development Addressing Barriers to Learning & Teaching Instructional/ Developmental Component Learning Supports Component Management Component Governance and Resource Management

225. UCLA Governance and Resource Management (Management Component) Policy Umbrella for School Improvement Planning Related to Addressing Barriers to Learning Addressing Barriers to Learning/Teaching (Enabling or Learning Supports Component) Direct Facilitation of Learning (Instructional 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 >special education programs >mandates stemming from the No Child Left Behind Act & other federal programs

226. UCLA Policy Focus Includes an Expanded Framework for School Accountability that Encompasses 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 "Community Report Cards" >increases in positive indicators >decreases in negative indicators Benchmark Indicators of Progress in Addressing Barriers & (Re-)engaging Students in Classroom Learning High Standards for Enabling Learning and Development >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

227. UCLA Linked Logic Models: Understanding the Linkages between (a) desired school transformations and (b) getting from here to there

228. UCLA Linking Logic Models for School Improvement and System Change 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 Short- Intermed. Long- term term (benchmarks)

229. UCLA Linking Logic Models for School Improvement and Systemic Change desired interventions “getting from here to there” (e.g., systemic changes) Vision/Aims/ Rationale for applying a prototype In a real world setting for systemic changes to accomplish the above (e.g., image of future system; understanding of how organizations change) Resources to be (re)deployed and woven together for pursuing desired School improvements to be (re)deployed for pursuing necessary systemic changes General Functions & Major Tasks, Activities, & Phases for pursuing desired school improvements for pursuing necessary systemic changes Infrastructure & Strategies Interconnected mechanisms for implementing functions & accomplishing intended outcomes Interconnected Temporary mechanisms to guide and facilitate Systemic changes (e.g., leadership for change, steering group, organization facilitators) Positive & Negative Outcomes Formative/summative evaluation and accountability School Improvement Outcome Indicators Short- Intermed. Long- term term (benchmarks) Systemic change Outcome Indicators Short- Intermed. Long- term term (benchmarks)

230. UCLA Seven Steps for Principals and Their Staff In Establishing a Unified and Comprehensive System of Learning Supports Step 1: Create Readiness and School Site Commitment. Step 2: Appoint a Lead for System Development. Step 3: Establish a Development Team to Work with the Administrative Lead (e.g., Learning Supports Leadership Team) Step 4: Conduct Indepth and Ongoing Analyses to Determine Gaps, Priorities, and Resource Deployment.

231. UCLA Seven Steps for Principals and Their Staff In Establishing a Unified and Comprehensive System of Learning Supports Step 5: Form and Facilitate Needed Workgroups. Step 6: Provide Ongoing Professional and Other Stakeholder Development. Step 7: Use Formative Evaluation to Support Progress.

232. 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

233. 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

234. UCLA Next: Team Planning for Next Steps

235. 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.)

236. 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

237. 237 UCLA Web site  The Center at UCLA has extensive resources which are free and readily accessible online. These include:  Resources to help meet daily needs related to student learning, behavior, and emotional concerns  Policy and practice analyses to help rethink current student and learning supports  A toolkit to help design and implement a comprehensive learning support system, and more... http://smhp.psych.ucla.edu/

238. 238 Online Technical Assistance  The Center at UCLA provides regular responses to all relevant technical assistance inquiries.  Our powerpoint presentations are available to you on request. Contact: Ltaylor@ucla.edu

239. 239 “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