1 moving school improvement policy and practice forward: context for common core standards for a...
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Moving School Improvement Policy and Practice Forward:
Context for Common Core Standards for a Unified, Comprehensive, & Systemic
Learning Supports Component
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Developing a System to Address Barriers &
Re-engage StudentsFour Fundamental and Interrelated Concerns
Framing Interventions to Address
Policy Barriers to Learning and Teaching into
Revision a Comprehensive System
of Interventions
Rethinking
Developing Systemic Organizational &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.
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Research has focused on all four concerns.
For our purposes here we will just highlight: I. Why a Unified & Comprehensive System of Learning Supports is Imperative for School Improvement Policy and Student and Teacher Well-Being
II. Frameworks and standards for a learning supports component
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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?
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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.
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The Challenge:Barriers to Learning/Development/Parenting/Teaching
Range of Learners
Motivationally ready and able
Not verymotivated/lackingprerequisite
skills/different rates& styles/minorvulnerabilities
Avoidant/ very deficient in capabilities
No barriers
Barriersto
Learning,Development,
Parenting,Teaching
TraditionalParenting &
Teaching
DesiredOutcomes
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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
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What has been the long-standing approach to student problems in
districts and schools?
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Current approach to addressing barriers at schools
Talk about fragmented!!!
Psychological Testing
Violence & Crime
Prevention
Special Education
After-School Programs
HIV/Aids PreventionPupil 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
HealthEducation
Clinic
Health Services
Nutrition Education
School Lunch Program
Drug Prevention
Drug Services
Smoking Cessation for Staff
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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)
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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.
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II. Reframing School Improvement Policy
Clearly, schools have some student and learning supports. What’s missing is a dedicated, unified, comprehensive, and systemic 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
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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
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Toward a Unified & Comprehensive System of Learning Supports
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A Unifying Concept for Working with Schools
Range of Learners
No barriers
BarriersTo
Learning,Developme
nt, Teaching
Instructional
Component
ClassroomTeaching
+Enrichmen
tActivity
DesiredOutcomes
(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
Learning Supports Component
(1) Addressing Interfering Factors
(2) Re-engaging Students in Classroom Instruction
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A Comprehensive Intervention Framework for Learning Supports consists of
a full continuum of interventions
& An Organized Set of Content Arenas
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Levels of Intervention Continuum:Interconnected Subsystems for
Meeting the Needs of All Students
Systems for PromotingHealthy Development &
Preventing Problemsprimary prevention – includes
universal interventions(low end need/low cost
per individual programs)
Systems of Early Interventionearly-after-onset – includes
selective & indicated interventions(moderate need, moderate
cost per individual)
Systems of Caretreatment/indicated
interventions for severe andchronic problems
(High end need/high costper individual programs)
School Resources (facilities, stakeholders, programs, services)
Community Resources (facilities, stakeholders, programs, services)
See examples See examples
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Categories of Basic Content Arenas for Student/Learning Supports Intervention
Classroom-BasedApproaches to Enable Learning
CrisisAssistance &Prevention
Supportfor
Transitions
Home Involvement /Engagement in Schooling
Student &Family
Assistance
Community Support
InfrastructureLeadershipresource-
oriented mechanisms
See Examples & Surveys
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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
ContentArenas
Classroom-FocusedEnabling
Crisis Assistance & Prevention
Support for TransitionsHomeEngagementin Schooling
CommunitySupport
Student & Family Assistance
Activity: Mapping & Analyzing Learning Supports
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Common Core 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.
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Common Core Standards for a Learning Supports Component
Area 1. Framing and Delineating Intervention Functions
Standard 1. Establishment of an overall unifying intervention framework for a comprehensive, multifaceted, and cohesive component for addressing barriers to learning and teaching and re-engaging disconnected students.
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Common Core Standards for a Learning Supports Component
Area 1. 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)
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Common Core Standards for a Learning Supports Component
Area 1. 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
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Common Core Standards for a Learning Supports ComponentArea 1. 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 AND TRAUMA (including creating a caring and safe learning environment and countering the impact of out-of-school traumatic events) >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 from a wide range of entities, including enhanced use of volunteers and agency collaborations)
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Common Core Standards for a Learning Supports Component
Area 1. Framing and Delineating Intervention Functions
Standard 1 addendum: Specific standards for the content arenas of a learning supports component
>Standard 1f. Continuous enhancement of programs and systems to facilitate student and family access to effective services and SPECIAL ASSISTANCE on campus and in the community as needed.
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Common Core Standards for a Learning Supports Component
Area 2.
Standard 2. Establishment of an integrated operational infrastructure for the ongoing planning and development of the learning supports component.
Reworking Operational Infrastructure
Area 3: Enhancing Resource Use
Standard 3. Appropriate resource use and allocation for developing, maintaining, and evolving the component.
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Common Core Standards for a Learning Supports Component
Area 4: Continuous Capacity Building
Standard 4. Capacity building for developing, maintaining, and evolving the component.
Area 5: Continuous Evaluation And Appropriate Accountability Standard 5. Formative and summative evaluation and accountability are fully integrated into all planning and
implementation of the component.
A document outlining the rationale and providing the complete set of updated standards and related quality indicators is online at:
http://smhp.psych.ucla.edu/pdfdocs/commcore.pdf
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“What the best and wisest parent wants
for his [or her] own child, that must the community
want for all of its children.
Any other ideal for our schools
is narrow and unlovely;
acted upon, it destroys our democracy.”
John Dewey
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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 . . .
http://smhp.psych.ucla.edu/
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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: [email protected]
*More extensive powerpoint presentations are available athttp://smhp.psych.ucla.edu/materials/trainingpresentation.htm#slide
A one hour webinar is online at https://scholastic.webex.com/scholastic/
lsr.php?AT=pb&SP=TC&rID=48915112&rKey=09f14db0881f5159&act=pb