ucla next: a look at what’s involved in getting from here to there
TRANSCRIPT
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Next:
A look at what’s involved in getting from here to there
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What’s Involved in
Getting from Here to There?
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How do we get from here to there?Is this your systemic change process?
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
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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
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Understanding Processes and Problems
Related to System Transformation as a
Basis for Strategic Planning and
Sustainable Implementation
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The real difficulty in changing
the course of any enterprise lies
not in developing new ideas
but in escaping old ones.
John Maynard Keynes
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Implementing innovation =
Systemic change =
Escaping old ideas
(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.
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(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.
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(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.
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I think we’re finally making progress \ But unfortunately, our grant
\ ends in three months. /
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Expanded Frameworks for School Improvement Policy
and Accountability
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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
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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.
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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.
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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
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Examples of Functions & Tasks for
First and Second Phases
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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
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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
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Some Key Process Functions
> Ongoing planning
> Facilitating communication
> Information management
> Problem solving
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Some Key Mechanisms
Governance External partners
body for guiding
Steering transformation
body
Transformation
Leader &
change agent staff
including mentors
& coaches
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
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
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
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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.
Three Key Policy Concerns
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Moving from a Two- to a Three-component Framework for School Improvement
Moving toward a Comprehensive System of Learning Supports
Direct Facilitation of Learning
& DevelopmentAddressing Barriers to Learning
& Teaching
Instructional/ Developmental
Component
Learning Supports Component
Management Component
Governance and Resource Management
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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
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Policy Focus Includes an Expanded Framework for School Accountability that Encompasses an Enabling or Learning Supports
ComponentIndicators 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
BenchmarkIndicators ofProgress in Addressing Barriers &(Re-)engaging Students inClassroom 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
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Linked Logic Models:
Understanding the Linkages between
(a) desired school transformations and
(b) getting from here to there
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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)deployedand woven togetherfor pursuing desired
Organization improvements
General Functions
& Major Tasks,Activities, &
Phases
for pursuing desired
organization ImprovementsIn keeping with
mission
Infrastructure& Strategies
Interconnected mechanisms for
implementing functions &
accomplishing intended outcomes
Positive & Negative Outcomes
Formative/summativeevaluation and accountability
Prototype Outcome Indicators
Short- Intermed. Long- term term(benchmarks)
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Linking Logic Models for School Improvement and Systemic Change • desired interventions
• “getting from here to there” (e.g., systemic changes)
Vision/Aims/ Rationale
for applyinga prototype
In a real world setting
for systemic changes
to accomplish theabove (e.g., imageof future system; understanding of
how organizations
change)
Resources
to be (re)deployedand woven togetherfor 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 pursuingnecessary systemic changes
Infrastructure& Strategies
Interconnected mechanisms for
implementing functions &
accomplishing intended outcomes
InterconnectedTemporary
mechanisms to guide and facilitate Systemic changes (e.g., leadership for
change, steering group, organization
facilitators)
Positive & Negative Outcomes
Formative/summativeevaluation and accountability
School Improvement Outcome Indicators
Short- Intermed. Long- term term(benchmarks)
Systemic change Outcome Indicators
Short- Intermed. Long- term term(benchmarks)
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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.
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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.
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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 forfacilitating the enhancement of motivational readiness for change
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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
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Next:
Team Planning for Next Steps
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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 designdocument
(cont.)
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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
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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 comprehensive learning support 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.
Our powerpoint presentations are available to you on request.
• Contact: [email protected]
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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