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

John Maynard Keynes

New Directions for Student Support: Addressing Barriers to Learning to Close theAchievement Gap & Ensure No Child is Left Behind

Rethinking Student Support Systems and School-Community Collaboration

to Enable Students to Learn & Schools to Succeed

Intro: Who are We Talking About? What are We Trying to Accomplish?

I. Addressing Barriers to Learning for All Students: An Umbrella Concept for a

Comprehensive, Multifaceted, and Cohesive Agenda

II. Framing Intervention Comprehensively

III. Examples of Rethinking Infrastructure –Building Local Capacity

IV. Getting From Here to There – Systemic Change: Beyond the Miracle

Intro: Who are We Talking About? What are We Trying to Accomplish?

Why New Directions are Imperative

There is a particular urgency arising from demands made by the No Child Left Behind Act

• Many Schools are being designated as low performing

• Increasing accountability demands require demonstrating progress for students who are “economically disadvantaged, from racial and ethnic minority groups, have disabilities, or have limited English proficiency.”

• All schools will be evaluated on criteria designed to identify sites that are “persistently dangerous.”

With increasing accountability for student outcomes and dwindling budgets, it has become absolutely essential to rethink use of existing learning supports.

What’s Involved in Meeting the Challenges of

Rethinking Support Programs, Resources, and

Personnel

• It involves much more than coordinating services.

• And it is not about developing Full Service Schools

Rather, It involves:

• more effective deployment of existing resources (by minimizing fragmentation, counterproductive competition, and marginalization of student supports)

• reframing student supports as learning supports that address barriers to student learning and realigning support staff roles and functions to develop comprehensive, multifaceted, and cohesive approaches

It also involves

• fully integrating learning support programs and staff into the school improvement agenda at every school

• revamping infrastructures to weave resources together and provide mechanisms for enhancing and evolving how schools address barriers to student learning

— and some other matters we will explore.

Understanding Barriers to Learning and Development and the Implications for Test Scores

In too many schools too many students arenot connecting with instruction.

This is especially the case for schoolsserving students from economicallydisadvantaged families.

For these schools and for their districts, thismeans

initial gains in average achievementtest score gains will plateau after afew years and

the achievement gap will remain.

Barriers to Learning and Development

Range of Learners(categorized in terms of their response to academic instruction) I = Motivationally A ready & able Instructional C

No barriers Component C O

U Not very (a) Classroom Desired N motivated/ Teaching Outcomes T lacking + (High A

prerequisite Barriers (b) Enrichment Expectations) B knowledge to Activity I

II = & skills/ Learning L different I

learning rates \ / T & styles/ H I G H S T A N D A R D S Y minor vulnerabilities

III = Avoidant/ very deficient in current

capabilities/ has a disability/ major health problems

Range of Learners(categorized in terms of their response to academic instruction) I = Motivationally A ready & able Instructional C

No barriers Component C O

U Not very (a) Classroom Desired N motivated/ Teaching Outcomes T lacking + (High A

prerequisite Barriers (b) Enrichment Expectations) B knowledge to Activity I

II = & skills/ Learning L different I

learning rates \ / T & styles/ H I G H S T A N D A R D S Y minor vulnerabilities

III = Avoidant/ very deficient in current

capabilities/ has a disability/ major health problems

Examples of barriers:* External Internal >inadequate enrichment/recreational opportunities >deficiencies in necessary prerequisite skills >school and community deficiencies >negative attitudes toward schooling >frequent transitions and mobility >disabilities and other vulnerabilities >lack of home involvement/family problems >lack of positive peer support >inadequate school support programs and community social/health services

*Although a few youngster start out with internal problems and many others internalize negative experiences, there can be little doubt that external factors are primarily responsible for the majority of learning, behavior, and emotional problems encountered in schools. Addressing barriers both minimizes factors interfering with healthy development and learning and enables others to promote healthy development and learning. Promoting healthy development is an end in itself and also plays a major role in prevention.

Adapted from: H.S. Adelman & L. Taylor (1994). On understanding intervention in psychology and education. Westport, CT: Prager.

Barriersto

Learning

Test score averages tend to plateau

after a few years in schools with

large numbers of students who are

bumping into barriers to learning in

ways that interfere with their

motivation and ability to

engage effectively in what the

teacher has planned for the day.

Some people hear the phrase

“addressing barriers to learning”

and think it is about student deficits.

It’s much more about environmental deficit conditions.

And, it is always concerned about

>strengths and protective buffers (e.g., assets, resiliency)

>promoting healthy development

Addressing Barriers to Student Learning

What’s the Current State of Affairs?

Pupil Services

Special Education

Physical Education

After-School Programs

Psychological Testing

Health Education

HIV/Aids Prevention

Health Services

Clinic

Nutrition Education

School Lunch Program

Drug Prevention

Drug Services

Counseling

Smoking Cessation For

StaffCodes of Discipline

Pregnancy Prevention

Social Services

Child Protective Services

HIV/AIDS Services

Community-Based

Organizations

Mental Health

Services

Juvenile Court

Services

Violence & Crime

Prevention

School

Which of these addresses barriers to student learning?

Adapted from: Health is Academic: A guide to Coordinated School Health Programs (1998).Edited by E. Marx & S.F. Wooley with D. Northrop. New York: Teachers College Press.

Talk about fragmented!!!

Clearly, current interventions

are not being conceptualized within

comprehensive and cohesive

policy and intervention

frameworks

What’s Getting in the Way?

1. List five “barriers” that you find regularlyget in the way of students benefiting from thevarious instructional improvements being made in your schools.

2. What strategies have you found helpful inaddressing these barriers to student learning?

3. What more do you think needs to be done in the classroom and school-wide to addressthese barriers effectively?

II. Needed:

A Policy Shift

Two Major and Separate Reform MovementsWhat’s Missing?MarginalizationMoving to a Three Component Model Policy into Daily Practice

When policy focuses on schools and communities working together,

it is important to recognize that we are talking about two major and separate reform movements.

>School Improvement

>Agency Reform

And, it is especially important to understand the implications of this!

Instructional Component

(to directly facilitate learning)

What’s Missing?

Management Component(for governance

and resource management)

Looking first at the Movement for School Improvement:

What’s Missing?

What’s missing becomes evident when we ask:

How does school improvement planning

address barriers to learning?

It’s not really missing --

it’s just marginalized

This is because current school

improvement policy essentially

is based on a two component model

for describing the key functions schools

must pursue each day.

H ow d oes current policy, practice, and research add ress barriers to d evelopm ent & learning?

A T w o C om ponent M od el of K ey F unction s

D irect F acilita tion o f D e velopment & Learning Addressing B arriers to D evelo pm ent, (D e velopm ental C om ponent) Learning, & Teaching

(no t treated as a prim ary co m po nent)*

G o vernance an d R esource M an agem ent(M an agem ent C omponent)

*W hile no t treated as a prim ary & essential co m po nent, every scho o l &co m m u nity o ffers a rel atively sm all am o u nt o f scho ol-o w ned stu dent"su ppo rt" services and co m m u nity-o w ned reso u rces – so m e o f w hichare linked to gether. Scho o ls, in particu lar, have been reaching o u t toco m m u nity agencies to add a few m o re services. All o f this rem ai nsm arginali zed & fragm ented.

D irect F acilita tion o f D e velopment & Learning Addressing B arriers to D evelo pm ent, (D e velopm ental C om ponent) Learning, & Teaching

(no t treated as a prim ary co m po nent)*

G o vernance an d R esource M an agem ent(M an agem ent C omponent)

Restructuring and Reforming Community Health and Human Services

The intent of current agency reform policy -- >end fragmentation >enhance access to clientele

The focus -- >interagency collaboration. >school-linked services (if school-based, approach

is collocation) Problems --

>doesn’t integrate with a school’s efforts to address barriers to learning

>limits the focus to current agency services

As a result, current agency policy produces -- >an additional form of fragmentation >counterproductive competition >greater marginalization

It is important to remember that Community Agency Reform is not the same as

Strengthening Communities

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;

>strengthening families and neighborhoods by improving economic status and enhancing other fundamental supports.

A Range of Community Resources that Could Be Part of a Collaboration

County Agencies and Bodies (e.g., Depts. of Health, Mental Health,Children & Family Services, Public SocialServices, Probation, Sheriff, Office ofEducation, Fire, Service Planning AreaCouncils, Recreation & Parks, Library,courts, housing)

Municipal Agencies and Bodies (e.g., parks & recreation, library, police,

fire, courts, civic event units)

Physical and Mental Health & Psycho- social Concerns Facilities and Groups

(e.g., hospitals, clinics, guidance centers,Planned Parenthood, Aid to Victims,MADD, “Friends of” groups; family crisisand support centers, helplines, hotlines,shelters, mediation and dispute resolutioncenters)

Mutual Support/Self-Help Groups (e.g., for almost every problem and many

other activities)

Child Care/Preschool Centers

Post Secondary Education Institutions/Students (e.g., community colleges, universities, public and private colleges and

universities, vocational colleges; specificschools within these such as Schools ofLaw, Education, Nursing, Dentistry)

Service Agencies (e.g., PTA/PTSA, United Way, clothingand food pantry, Visiting NursesAssociation, Cancer Society, CatholicCharities, Red Cross, Salvation Army,volunteer agencies, legal aid society)

Service Clubs and Philanthropic Orgs. (e.g., Lions Club, Rotary Club, Optimists,Assistance League, men’s and women’sclubs, League of Women Voters, veteran’sgroups, foundations)

Youth Agencies and Groups (e.g., Boys and Girls Clubs, Y’s, scouts, 4-H, Woodcraft Rangers)

Sports/Health/Fitness/Outdoor Groups (e.g., sports teams, athletic leagues, localgyms, conservation associations, AudubonSociety)

Community Based Organizations (e.g., neighborhood and homeowners’associations, Neighborhood Watch, blockclubs, housing project associations,economic development groups, civicassociations)

Faith Community Institutions (e.g., congregations and subgroups, clergy associations, Interfaith Hunger Coalition)

Legal Assistance Groups (e.g., Public Counsel, schools of law)

Ethnic Associations (e.g., Committee for Armenian Students inPublic Schools, Korean Youth Center,United Cambodian Community, African-American, Latino, Asian-Pacific, NativeAmerican Organizations)

Special Interest Associations and Clubs (e.g., Future Scientists and Engineers of

America, pet owner and other animal-oriented groups)

Artists and Cultural Institutions (e.g., museums, art galleries, zoo, theatergroups, motion picture studios, TV andradio stations, writers’ organizations,instrumental/choral, drawing/painting,technology-based arts, literary clubs,collector’s groups)

Businesses/Corporations/Unions (e.g., neighborhood business associations,chambers of commerce, local shops,restaurants, banks, AAA, Teamsters,school employee unions)

Media (e.g., newspapers, TV & radio, local access

cable)

Family Members, Local Residents, Senior Citizens Groups

A Range of Community Resources that Could Be Part of a Collaboration

Adapted from: J. Kretzmann & J. McKnight (1993). Building Communities from the Inside Out: A Path Toward Findings and Mobilizing a Community’s Assets. Chicago: ACTA Publications

School

Police

Day CareCenter Faith-based

Institutions

Higher EducationInstitutions

LocalResidents

Businesses

Restaurants

Health & SocialServicesAgencies

CommunityBased Orgs.;Civic Assn.

Media

Artist &Cultural

Institutions

Library

SeniorCitizens

Banks

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

Moving to a Three Component Model

Expanding the Focus for

School Improvement and Restructuring:

Establishes a component for addressing barriers to development and learning which is treated as primary and

essential and which weaves together school and community resources to develop comprehensive approaches

Direct Facilitation of Development & Learning

(Developmental Component)

Addressing Barriers to Development & Learning

(Enabling Component)

Governance and Resource Management (Management Component)

Moving from a two to a three component model for reform and restructuring .

*The third component (an enab ling component) is estab lished in po licy and practice as primary and essential and is developedinto a comprehens ive approach by weaving together schoo l and community resources.

Instructional ComponentInstructional Component What’s

Missing? (To directly facilitate learning) St udent

ManagementComponent(for governance

and resourcemanagement)

ManagementComponent(for governance

and resourcemanagement)

EnablingComponent*

EnablingComponent*

Instructional ComponentInstructional Component

(to address barriersto learning)

(To directly facilitate learning) St udent

School Family

Community

ManagementComponent(for governance

and resourcemanagement)

ManagementComponent(for governance

and resourcemanagement)

Instructional ComponentInstructional Component What’s

Missing? (To directly facilitate learning) St udent

ManagementComponent(for governance

and resourcemanagement)

ManagementComponent(for governance

and resourcemanagement)

EnablingComponent*

EnablingComponent*

Instructional ComponentInstructional Component

(to address barriersto learning)

(To directly facilitate learning) St udent

School Family

Community

ManagementComponent(for governance

and resourcemanagement)

ManagementComponent(for governance

and resourcemanagement)

In 2002, the Council of Chief State SchoolOfficers has adopted the following as theorganization’s new 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.

Policy Into Daily Practice:Moving beyond piecemeal and

fragmented activity

(A few major implications for what schools, districts,communities, states, and the federal government need to do)

• Ensure a full continuum of school-community interventions (programs/services)

• Help develop schools as key environments in their community

• Operationalize the continuum into a comprehensive, multifaceted, and cohesive approach that addresses the problems experienced at every school

• Enable the braiding of funds from general fundscompensatory educationsafe and drug free schools initiativesspecial education community resources (e.g., agencies, grants,

gifts, volunteers, human & social capital)

III. Comprehensive

Intervention

Framework

Addressing Barriers to Learning for All Students: An Umbrella Concept for a Comprehensive ApproachWhat a Comprehensive Framework Would IncludeTwo Interacting Frameworks for Schools and for School-Community Collaboration

>Essential Continuum of Interconnected Systems >An Enabling or Learning Support Component

Integrating the Two FrameworksToward a Comprehensive, Multifaceted, & Integrated Approach

Addressing Barriers to Learningfor All Students

An Umbrella Concept for a Comprehensive,

Multifaceted, and Cohesive Agenda

Promotion of Assets, Prevention of Problems, & Addressing Problems in Keeping with the Principle of Least Intervention Needed

Intervention concerns for school, home, and community

Promoting Learning & Healthy Development*

as necessary plus

Prevention of Problems (System of Prevention)**

Intervening as early after onset as of problems as is feasible

necessary (System of Early Intervention)**

as necessary

Specialized assistance for those withsevere, pervasive, or chronic problems

(System of Care)**

*Interventions to directly facilitate development and learning.

**Interventions that combine to establish a full continuum for addressing barriers to learning and development.

as necessary

A Comprehensive Framework Would Include

Two Interacting Frameworks for Schools and for School-Community Collaboration

>An essential Continuum of Interconnected Systems

>An Enabling or Learning Support Component that defines the fundamental programs and services every school needs to address barriers to learning

Interconnected Systems for Meeting the Needs of All StudentsProviding a CONTINUUM OF SCHOOL-COMMUNITY PROGRAMS & SERVICES

Ensuring use of the LEAST INTERVENTION NEEDED

School Resources (facilities, stakeholders, programs, services)

Examples: General health education Drug and alcohol educ. Enrichment programs Support for transitions Conflict resolution Home involvement

Drug counseling Pregnancy prevention Violence prevention Dropout prevention Suicide prevention Learning/behavior

accommodations Work programs

Special education for learning disabilities, emotional disturbance,

and other health impairments

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 & indicatedinterventions

(moderate need, moderatecost per individual)

Systems of Caretreatment/indicated

interventions for severe &chronic problems

(High end need/high cost per individual)

Community Resources (facilities, stakeholders, programs, services)

Examples: Public health & safety

programs Prenatal care Immunizations Recreation & enrichment Child abuse education

Early identification to treat health problems

Monitoring health problems Short-term counseling Foster placement/group

homes Family support Shelter, food, clothing Job programs

Emergency/crisis treatment Family preservation Long-term therapy Probation/incarceration Disabilities programs Hospitalization Drug treatment

Systemic collaboration* is essential to establish interprogram connections on adaily basis and over time to ensure seamless intervention within each system andamong systems of prevention , systems of early intervention, and systems of care .

Providing a CONTINUUM OF SCHOOL-COMMUNITY PROGRAMS & SERVICES

Ensuring use of the LEAST INTERVENTION NEEDED

School Resources (facilities, stakeholders, programs, services)

Examples: General health education Drug and alcohol educ. Enrichment programs Support for transitions Conflict resolution Home involvement

Drug counseling Pregnancy prevention Violence prevention Dropout prevention Suicide prevention Learning/behavior

accommodations Work programs

Special education for learning disabilities, emotional disturbance,

and other health impairments

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 & indicatedinterventions

(moderate need, moderatecost per individual)

Systems of Caretreatment/indicated

interventions for severe &chronic problems

(High end need/high cost per individual)

Community Resources (facilities, stakeholders, programs, services)

Examples: Public health & safety

programs Prenatal care Immunizations Recreation & enrichment Child abuse education

Early identification to treat health problems

Monitoring health problems Short-term counseling Foster placement/group

homes Family support Shelter, food, clothing Job programs

Emergency/crisis treatment Family preservation Long-term therapy Probation/incarceration Disabilities programs Hospitalization Drug treatment

An Enabling or Learning Support Component

Defining Major Arenas

Every School Needs to Operationalize

in Order to

Address Barriers to Student Learning

Every Day

Framing an Enabling Component for a School Site: Overview of Activity Related to the 6 Curriculum Areas

Pioneer initiatives around the country are demonstrating theneed to rethink how schools and communities can meet thechallenge of addressing persistent barriers to students learningand to healthy development. These initiatives are underscoringthat (a) current reforms are based on an inadequate twocomponent model for restructuring schools and (b) movementto a three component model is necessary if schools are tobenefit all young people appropriately. They recognize that toenable teachers to teach effectively, there must not only beeffective instruction and well-managed schools, but barriersmust be handled in a comprehensive way.

The three component model calls for elevating efforts toaddress barriers to development, learning, and teaching to thelevel of one of three fundamental and essential facets ofeducation reform. We call this third component an EnablingComponent. All three components are seen as essential,complementary, and overlapping. The concept of an EnablingComponent is formulated around the proposition that acomprehensive, multifaceted, integrated continuum of enablingactivity is essential in addressing the needs of youngsters whoencounter barriers that interfere with their benefittingsatisfactorily from instruction.

(cont.)

In establishing such a third component, some schools andeducation agencies around the country have labeled it a“Learning Supports” component or a “Supportive LearningEnvironment” component or a “Comprehensive Student SupportSystem”. By calling for reforms that fully integrate a focus onaddressing barriers to student learning, the notion of a thirdcomponent (whatever it is called) provides a unifying conceptfor responding to a wide range of factors interfering with youngpeople’s learning and performance. And, the concept calls onreformers to expand the current emphasis on improvinginstruction and school management to include a comprehensivecomponent for addressing barriers to learning and to ensure it iswell integrated with the other two components.

Operationalizing an enabling component requires (a)formulating a delimited framework of basic program areas and(b) creating an infrastructure to restructure and enhance existingresources.

Based on an extensive analysis of activity schools use to addressbarriers to learning, we cluster enabling activity into sixinterrelated areas (see the following pages).

A well-designed and supported infrastructure is needed toestablish, maintain, and evolve this type of comprehensiveapproach to addressing barriers to student learning. Such aninfrastructure includes mechanisms for coordinating amongenabling activity, for enhancing resources by developing directlinkages between school and community programs, for movingtoward increased integration of school and communityresources, and for integrating the developmental/instructional,enabling, and management components. It also includesreframing the roles of education support personnel.1

In establishing such a third component, some schools andeducation agencies around the country have labeled it a“Learning Supports” component or a “Supportive LearningEnvironment” component or a “Comprehensive Student SupportSystem”. By calling for reforms that fully integrate a focus onaddressing barriers to student learning, the notion of a thirdcomponent (whatever it is called) provides a unifying conceptfor responding to a wide range of factors interfering with youngpeople’s learning and performance. And, the concept calls onreformers to expand the current emphasis on improvinginstruction and school management to include a comprehensivecomponent for addressing barriers to learning and to ensure it iswell integrated with the other two components.

Operationalizing an enabling component requires (a)formulating a delimited framework of basic program areas and(b) creating an infrastructure to restructure and enhance existingresources.

Based on an extensive analysis of activity schools use to addressbarriers to learning, we cluster enabling activity into sixinterrelated areas (see the following pages).

A well-designed and supported infrastructure is needed toestablish, maintain, and evolve this type of comprehensiveapproach to addressing barriers to student learning. Such aninfrastructure includes mechanisms for coordinating amongenabling activity, for enhancing resources by developing directlinkages between school and community programs, for movingtoward increased integration of school and communityresources, and for integrating the developmental/instructional,enabling, and management components. It also includesreframing the roles of education support personnel.1

1. See the surveys covering the six areas and discussion of the necessary infrastructure in various documents available from the Center. The surveys can be used as part of a school’s self-study or quality review processes to map what a school has and what it needs to address barriers to learning in a multifaceted and comprehensive manner

A n E n a b l in g C o m p o n e n t t o A d d r e s s B a r r ie r s t o L e a r n in g & E n h a n c e H e a l t h y D e v e lo p m e n t a t a S c h o o l S i t eR a n g e o f L e a r n e r s ( c a te g o r i z e d i n te rm s o f t h e i r r e s p o n s e t o a c a d e m i c i n s t r u c t io n a t a n y g i v e n p o i n t i n t im e ) I = M o ti v a t i o na l l y r e a d y & a b l e

N o B a r r i e r s I n s tr u c t io n a l C o m p o n e n t

( a ) C l a s s r o o m D e s ire dN o t v e r y T e a c h i n g O u t c o m e s m o ti v a te d / +

l a c k i n g B a r r ie r s ( b ) E n r ic h m e n t p r e r e q u i s i t e t o A c t i v i ty

I I = k n o w l e d ge L e a r n in g & s k i l l s /

d i f f e r e n t l e a r n i n g r a te s & s ty l e s / m i n o r v u l ne r a b i l i t ie s

C o m p o n e n t t o E n a b le L e a r n in g

A C o m p r e h e n s iv e , M u lt i fa c e te d A p p r o a c h f o r A d d r e s s i n g B a r r ie r s t o L e a r n in g

T h e a p p r o a c h w e a v e s s ix c lu s t e r s o f e n a b lin g

A v o i d a n t/ : a c t iv i ty ( i. e . , e n a b lin g c o m p o n e n t c u r r ic u lu m ) v e r y d e f ic ie n t in t o t h e f a b r ic o f t h e s c h o o l t o a d d r e s s b a r r ie r s i n c u r r e n t to l e a r n i n g a n d p r o m o te h e a l th y d e v e l o p m e n t

I I I = c a p a b i l i t ie s / fo r a l l s tu d e n ts . ha s a d i s a b il i ty / m a j o r h e a l th

p r o b l e m s C la s s r o o m - B as e d

A p p r o a c h e s to E n a b le L e a r n in g

C r is is / S tu d e n t E m e r g e n c y & F a m ily A s s is t a n c e & I n f r a s t r u c tu r e A s s is ta n c e P r e v e n t io n > le a d e r s h ip

> r e s o u r c e S u p p o r t fo r c o o r d in a t io n & C o m m u n i ty

T r a n s i t io n s e n h a n c e m e n t O u t r e a c h / V o lu n te e r s

H o m e I n v o lv e m e n t in S c h o o l in g

E m e r g e n t im p a c t = E n h a n c e d s c h o o l c l im a te /c u l tu r e /s e n s e o f c o m m u n ity

E n a b li n gC o m p o n e n t E n a b li n gC o m p o n e n t

A n E n a b l in g C o m p o n e n t t o A d d r e s s B a r r ie r s t o L e a r n in g & E n h a n c e H e a l t h y D e v e lo p m e n t a t a S c h o o l S i t eR a n g e o f L e a r n e r s ( c a te g o r i z e d i n te rm s o f t h e i r r e s p o n s e t o a c a d e m i c i n s t r u c t io n a t a n y g i v e n p o i n t i n t im e ) I = M o ti v a t i o na l l y r e a d y & a b l e

N o B a r r i e r s I n s tr u c t io n a l C o m p o n e n t

( a ) C l a s s r o o m D e s ire dN o t v e r y T e a c h i n g O u t c o m e s m o ti v a te d / +

l a c k i n g B a r r ie r s ( b ) E n r ic h m e n t p r e r e q u i s i t e t o A c t i v i ty

I I = k n o w l e d ge L e a r n in g & s k i l l s /

d i f f e r e n t l e a r n i n g r a te s & s ty l e s / m i n o r v u l ne r a b i l i t ie s

C o m p o n e n t t o E n a b le L e a r n in g

A C o m p r e h e n s iv e , M u lt i fa c e te d A p p r o a c h f o r A d d r e s s i n g B a r r ie r s t o L e a r n in g

T h e a p p r o a c h w e a v e s s ix c lu s t e r s o f e n a b lin g

A v o i d a n t/ : a c t iv i ty ( i. e . , e n a b lin g c o m p o n e n t c u r r ic u lu m ) v e r y d e f ic ie n t in t o t h e f a b r ic o f t h e s c h o o l t o a d d r e s s b a r r ie r s i n c u r r e n t to l e a r n i n g a n d p r o m o te h e a l th y d e v e l o p m e n t

I I I = c a p a b i l i t ie s / fo r a l l s tu d e n ts . ha s a d i s a b il i ty / m a j o r h e a l th

p r o b l e m s C la s s r o o m - B as e d

A p p r o a c h e s to E n a b le L e a r n in g

C r is is / S tu d e n t E m e r g e n c y & F a m ily A s s is t a n c e & I n f r a s t r u c tu r e A s s is ta n c e P r e v e n t io n > le a d e r s h ip

> r e s o u r c e S u p p o r t fo r c o o r d in a t io n & C o m m u n i ty

T r a n s i t io n s e n h a n c e m e n t O u t r e a c h / V o lu n te e r s

H o m e I n v o lv e m e n t in S c h o o l in g

E m e r g e n t im p a c t = E n h a n c e d s c h o o l c l im a te /c u l tu r e /s e n s e o f c o m m u n ity

E n a b li n gC o m p o n e n t E n a b li n gC o m p o n e n t

Barriers to

Learning

Classroom-Focused Enabling & Re-engaging Students in Classroom Learning

*Classroom based efforts to enable learning >>Prevent problems; intervene as soon as problems are noted >>Enhance intrinsic motivation for learning >>Re-engage students who have become disengaged from classroom learning

• Opening the classroom door to bring available supports in Peer tutors, volunteers, aids (trained to work with students-in-need) Resource teachers and student support staff

• Redesigning classroom approaches to enhance teacher capability to prevent and handle problems and reduce need for out of class referrals

Personalized instruction; special assistance as necessary Developing small group and independent learning options Reducing negative interactions and over-reliance on social control Expanding the range of curricular and instructional options and choices Systemic use prereferral interventions

• Enhancing and personalizing professional development Creating a Learning Community for teachers Ensuring opportunities to learn through co-teaching, team teaching, mentoring Teaching intrinsic motivation concepts and their application to schooling

• Curricular enrichment and adjunct programs Varied enrichment activities that are not tied to reinforcement schedules Visiting scholars from the community

• Classroom and school-wide approaches used to create and maintain a caring and supportive climate

Emphasis is on enhancing feeling of competence, self-determination, and relatedness to others at school and reducing threats to such feelings

Crisis Assistance and Prevention

*School-wide and classroom-based efforts for >>responding to crisis >>minimizing the impact of crisis >>preventing crisis

• Ensuring immediate assistance in emergencies so students can resume learning

• Providing Follow up care as necessary Brief and longer-term monitoring

•Forming a school-focused Crisis Team to formulate a response plan and take leadership for developing preventive programs

•Mobilizing staff, students, and families to anticipate response plans and recovery efforts

•Creating a caring and safe learning environment Developing systems to promote healthy development and prevent problems Bullying and harassment abatement programs

•Working with neighborhood schools and community to integrate planning for response and prevention

•Staff/stakeholder development focusing on the role and responsibility of all in promoting a caring and safe environment

Support for Transitions

*School-wide and classroom-based efforts to >>enhance acceptance and successful transitions >>prevent transitions problems >>use transition periods to reduce alienation >>use transition periods to increase positive attitudes/motivation toward school and learning

• Welcoming & social support programs for newcomers Welcoming signs, materials, and initial receptions Peer buddy programs for students, families, staff, volunteers

• Daily transition programs for Before school, breaks, lunch, afterschool

• Articulation programs Grade to grade (new classrooms, new teachers) Elementary to Middle School; Middle to High School In and out of special education programs

• Summer or intersession programs Catch-up, recreation, and enrichment programs

• School-to-career/higher education Counseling, pathway, and mentor programs

•Broad involvement of stakeholders in planning for transitions Students, staff, home, police, faith groups, recreation, business, higher educ.

•Staff/stakeholder development for planning transition programs/activities

Home Involvement in Schooling

*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

• Addressing specific support and learning needs of family Support services for those in the home to assist in addressing basic survival needs and obligations to the children Adult education classes to enhance literacy, job skills, English-as-a-second language, citizenship preparation

•Improving mechanisms for communication and connecting school and home

Opportunities at school for family networking and mutual support, learning, recreation, enrichment, and for family members to receive special assistance and to volunteer to help Phone calls from teacher and other staff with good news Frequent and balanced conferences (student-led when feasible) Outreach to attract hard-to-reach families (including student dropouts)

•Involving homes in student decision making Families prepared for involvement in program planning and problem-solving

•Enhancing home support for learning and development Family Literacy, Family Homework Projects, Family Field Trips

•Recruiting families to strengthen school and community Volunteers to welcome and support new families and help in various capacities Families prepared for involvement in school governance

•Staff/stakeholder development to broaden awareness of and plan programs to enhance opportunities for home involvement

Community Outreach for Involvement and Support (including Volunteers)

*Building linkages and collaborations to strengthen students, schools, families, and neighborhoods

• Work group for planning and implementing outreach to involve Community resources such as public and private agencies; colleges and universities; local residents; artists and cultural institutions, businesses and professional organizations; service, volunteer, and faith-based organizations Community policy and decision makers

•Staff/stakeholder development on the value of community involvement and opening the school to expanded forms of community activities and programs

•Mechanisms to recruit, screen, and prepare community participants

•Orienting and welcoming programs for community participants

•Programs to enhance a sense of community

•Policies and mechanisms to enhance and sustain school-community involvement

Support for maintenanceCelebration of shared successes “Social marketing” of mutual accomplishments

Student and Family Assistance

*Specialized assistance provided through personalized health and social service programs

• Providing support as soon as a need is recognized and doing so in the least disruptive ways

Prereferral interventions in classroomsProblem solving conferences with parentsOpen access to school, district, and community support programs

Referral interventions for students & families with problems Screening, referrals, and follow-up - school-based, school linked

Enhancing access to direct interventions for health, mental health, and economic assistance

School-based, school-linked, and community-based programs

Follow-up assessment to check whether referrals and services are adequate and effective

Mechanisms for resource coordination to avoid duplication of and fill gaps in services and enhance effectiveness

School-based and linked, feeder family of schools, community-based programs

Enhancing stakeholder awareness of programs and services

Involving community providers to fill gaps and augment school resources

Staff/stakeholder development to enhance effectiveness of student and family assistance systems, programs, and services

Integrating the Two Frameworks

In framing intervention for learning supports, researchers have:

(1) clarified the continuum of interventions by delineating a hierarchical set of systems

(2) organized the content/activity of learning support activity for schools into a coherent & cohesive component consisting of 6 arenas for intervention

• a key arena of the component involves building the capacity of classrooms to enhance instructional effectiveness.

Note: Such “classroom-focused enabling” involves personalized instruction that accounts for motivational and developmental differences and special assistance in the classroom as needed.

• beyond the classroom, five other arenas are delineated.

These clarify domains in which schools also must develop programs and services that enable teaching and learning. By defining the content in terms of six arenas, a broad unifying framework is created around which learning support programs can be restructured.

>>As a cohesive whole, the 6 arenas constitute the “curriculum” of a learning supports component.

>>The combination of the continuum of systems and the 6 arenas provide a framework for developing a comprehensive, multifaceted, and cohesive component.

Matrix for reviewing scope and content of a component to address barriers to learning.*

Scope of Intervention

Systems for Promoting Systems for Systems of Care Healthy Development & Early Intervention Preventing Problems (Early after problem onset)

Classroom-FocusedEnabling

Crisis/Organizing Emergencyaround the Assistance &

Prevention Content/ “curriculum”

Support for(for addressing transitions barriers tolearning & promoting Home healthy Involvement development) in Schooling

CommunityOutreach/Volunteers

Student andFamilyAssistance

Accommodations for differences & disabilities Specialized assistance & other intensified interventions (e.g., Special Education &

School-Based Behavioral Health)

*Note that specific school-wide and classroom-based activities related to positive behavior support, “prereferral”interventions, and the eight components of Center for Prevention and Disease Control’s Coordinated SchoolHealth Program are embedded into the six content (“curriculum”) areas.

Systems for Promoting Systems for Systems of Care Healthy Development & Early Intervention Preventing Problems (Early after problem onset)

Classroom-FocusedEnabling

Crisis/Organizing Emergencyaround the Assistance &

Prevention Content/ “curriculum”

Support for(for addressing transitions barriers tolearning & promoting Home healthy Involvement development) in Schooling

CommunityOutreach/Volunteers

Student andFamilyAssistance

Accommodations for differences & disabilities Specialized assistance & other intensified interventions (e.g., Special Education &

School-Based Behavioral Health)

*Note that specific school-wide and classroom-based activities related to positive behavior support, “prereferral”interventions, and the eight components of Center for Prevention and Disease Control’s Coordinated SchoolHealth Program are embedded into the six content (“curriculum”) areas.

Toward a Comprehensive, Multifaceted, & IntegratedApproach for Addressing Barriers to Learning

It requires working to restructure, transform, enhance, and connect

• school-owned programs and services and

• community resources In doing so, the emphasis needs to be on:

• all relevant school resources (e.g., compensatory education, special education, general funds, community resources)

• all relevant community resources (e.g., public and private agencies, families, businesses; services, programs, facilities; volunteers, professionals-in-training)

• weaving resources together in ways that evolve a comprehensive, integrated approach that can enhance effectiveness in addressing barriers to learning at a school

• enhancing the role schools play in strengthening neighborhoods and communities

The intended end products are cohesive and potent school-community partnerships that create caring and supportive environments that maximize learning and well-being.

IV. Rethinking Infrastructure

• Overview Matrix• School Level Mechanisms• Connecting a “Family” of Schools• Developing an Effective • School-Community Collaborative

We begin with a matrix that provides an overview of infrastructure considerations.

Then, we explore some specific infrastructure needs related to establishing a component to address barriers to learning. Infrastructure mechanisms are needed

>at a school

>to connect a “family” of schools

>to develop an effective school-community collaborative

Infrastructure Arenas

Systemic Capacity Daily Change Building Implementation

School site &neighborhood resources

School complexes & wider-community

Level of resourcesFocus

Districts & wider-community resources

Area educational agencies & wider-community resources

State educational agency & state resources

Administrative Leadership

Types of Staff Mechanisms Leadership

Staff Workgroups

Infrastructure considerations related to building a school-based comprehensive student learning support component for addressing barriers to learning.

School site &neighborhood resources

School complexes & wider-community

Level of resourcesFocus

Districts & wider-community resources

Area educational agencies & wider-community resources

State educational agency & state resources

Administrative Leadership

Types of Staff Mechanisms Leadership

Staff Workgroups

Instructional

Component

Leadership for instruction

School Improvement (Various teams and work

Team groups focused on moderate improving instruction) problems

Case- Oriented Management/GovernanceTeams Component

severe problems

Management/ Governance

Administrators

(Various teams and work groups focused on Management and governance)

Leadership for instruction

School

Team groups focused on moderate improving instruction) problems

Case- Oriented Management/GovernanceTeams Component

severe problems

Management/ Governance

Administrators

Who’s at a School?

Often, schools have not generated a “map” of the staff who are trying to address barriersto student learning.

(1) Adapt the following form to fit a specificschool and then fill it out.

(2) Share the final version with teachers, parents,and other concerned stakeholders.

The staff listed all are potentially

invaluable members of a school’s

Learning Support Resource Team

Some of the Special Resources Connect to ____________ School

In a sense, each staff member is a special resource for each other. A few individuals are highlightedhere to underscore some special functions.

School Psychologist __________________ times at the school _______________

Provides assessment and testing of students forspecial services. Counseling for students andparents. Support services for teachers.Prevention, crisis, conflict resolution, programmodification for special learning and/orbehavioral needs.

School Nurse ____________________________ times at the school________________

Provides immunizations, follow-up,communicable disease control, vision andhearing screening and follow-up, healthassessments and referrals, health counselingand information for students and families.

Pupil Services & Attendance Counselor _ ____________ _____________ _______ times at the school ________________

Provides a liaison between school and home tomaximize school attendance, transitioncounseling for returnees, enhancing attendanceimprovement activities.

Social Worker ___________________________ times at the school _______________

Assists in identifying at-risk students andprovides follow-up counseling for students andparents. Refers families for additional servicesif needed.

Counselors times at the school_______________ ___________________________ ____________

General and special counseling/guidanceservices. Consultation with parents and schoolstaff.

Dropout Prevention Program Coordination __________________________________

times at the school _____________

Coordinates activity designed to promotedropout prevention.

Title I and Bilingual Coordinators _______________________________ _______________________________Coordinates categorical programs, providesservices to identified Title I students, implementsBilingual Master Plan (supervising thecurriculum, testing, and so forth)

Resource and Special Education Teachers ____________________________________ ____________________________________ ____________________________________ times at the school __________________

Provides information on program modificationsfor students in regular classrooms as well asproviding services for special education.

Other important resources:

School-based Crisis Team (list by name/title) ______________/_________________

______________/_______________________________/_______________________________/_______________________________/_________________

School Improvement Program Planners ______________/______________

______________/____________________________/_______________

Community Resources

Providing school-linked or school-based interventions and resources

Who What they do When

__________/__________________/________ __________/__________________/________ __________/__________________/________ __________/__________________/________ __________/__________________/________ __________/__________________/________

Some of the Special Resources Connect to ____________ School

In a sense, each staff member is a special resource for each other. A few individuals are highlightedhere to underscore some special functions.

School Psychologist __________________ times at the school _______________

Provides assessment and testing of students forspecial services. Counseling for students andparents. Support services for teachers.Prevention, crisis, conflict resolution, programmodification for special learning and/orbehavioral needs.

School Nurse ____________________________ times at the school________________

Provides immunizations, follow-up,communicable disease control, vision andhearing screening and follow-up, healthassessments and referrals, health counselingand information for students and families.

Pupil Services & Attendance Counselor _ ____________ _____________ _______ times at the school ________________

Provides a liaison between school and home tomaximize school attendance, transitioncounseling for returnees, enhancing attendanceimprovement activities.

Social Worker ___________________________ times at the school _______________

Assists in identifying at-risk students andprovides follow-up counseling for students andparents. Refers families for additional servicesif needed.

Counselors times at the school_______________ ___________________________ ____________

General and special counseling/guidanceservices. Consultation with parents and schoolstaff.

Dropout Prevention Program Coordination __________________________________

times at the school _____________

Coordinates activity designed to promotedropout prevention.

Title I and Bilingual Coordinators _______________________________ _______________________________Coordinates categorical programs, providesservices to identified Title I students, implementsBilingual Master Plan (supervising thecurriculum, testing, and so forth)

Resource and Special Education Teachers ____________________________________ ____________________________________ ____________________________________ times at the school __________________

Provides information on program modificationsfor students in regular classrooms as well asproviding services for special education.

Other important resources:

School-based Crisis Team (list by name/title) ______________/_________________

______________/_______________________________/_______________________________/_______________________________/_________________

School Improvement Program Planners ______________/______________

______________/____________________________/_______________

Community Resources

Providing school-linked or school-based interventions and resources

Who What they do When

__________/__________________/________ __________/__________________/________ __________/__________________/________ __________/__________________/________ __________/__________________/________ __________/__________________/________

School Mechanisms for a Component toEnable Learning by Addressing Barriers

• Administrative Leader (e.g., 50% FTE devoted to component)

• Staff Lead for Component

• Staff Workgroups

A key infrastructure mechanism for ensuring continuous analysis, planning,

development, evaluation, and advocacy is aLearning Support Resource Team

U C FACT SHEET L A

WHAT IS A LEARNING SUPPORT RESOURCE TEAM?Every school that wants to improve its systems forproviding student support needs a mechanism that focusesspecifically on improving resource use and enhancement.A Learning Support Resource Team (previously called aResource Coordinating Team) is a vital form of such amechanism.

Most schools have teams that focus on individualstudent/family problems (e.g., a student support team, anIEP team). These teams focus on such functions asreferral, triage, and care monitoring or management. Incontrast to this case-by-case focus, a school’s LearningSupport Resource Team can take responsibility forenhancing use of all resources available to the school foraddressing barriers to student learning and promotinghealthy development. This includes analyzing howexisting resources are deployed and clarifying how theycan be used to build a comprehensive, multifaceted, andcohesive approach. It also integrally involves thecommunity with a view to integrating human and financialresources from public and private sectors to ensure that allstudents have an equal opportunity to succeed at school.

What are its functions?

A Resource Coordinating Team performs essentialfunctions related to the implementation and ongoingdevelopment of a comprehensive, multifaceted, andcohesive approach for addressing barriers to studentlearning and promoting healthy development.

Examples of key functions are:

Mapping resources at school and in thecommunity

Analyzing resources Identifying the most pressing program

development needs at the school Coordinating and integrating school resources &

connecting with community resources Establishing priorities for strengthening programs

and developing new ones Planning and facilitating ways to strengthen and

develop new programs and systems Recommending how resources should be deployed

and redeployed Developing strategies for enhancing resources “Social marketing”

Related to the concept of an Enabling (Learning Support)Component, these functions are pursued within frameworks that outline six curriculum content areas and

the comprehensive continuum of interventions needed todevelop a comprehensive, multifaceted approach tostudent support that is integrated fully into the fabric ofthe school.

Who’s on Such a Team?

A Learning Support Resource Team might begin withonly two people. Where feasible, it should expand into aninclusive group of informed stakeholders who are ableand willing. This would include the following:

Principal or assistant principal School Psychologist Counselor School Nurse School Social Worker Behavioral Specialist Special education teacher Representatives of community agencies

involved regularly with the school Student representation (when appropriate and

feasible) Others who have a particular interest and

ability to help with the functions

It is important to integrate this team with theinfrastructure mechanisms at the school focused oninstruction and management/governance. For example,the school administrator on the team must represent theteam at administrative meetings; there also should be arepresentative at governance meetings; and anothershould represent the team at a Learning Support Resource Council formed for a family of schools (e.g., the feederpattern).

References:

Adelman, H.S. (1993). School-linked mental healthinterventions: Toward mechanisms for servicecoordination and integration. Journal ofCommunity Psychology, 21, 309-319.

Center for Mental Health in Schools (2001).Resource-Oriented Teams: Key InfrastructureMechanisms for Enhancing Education Supports.Los Angeles: Author at UCLA.

Center for Mental Health in Schools (2002). Creatingthe Infrastructure for an Enabling (LearningSupport) Component to Address Barriers to StudentLearning. Los Angeles: Author at UCLA.

Rosenblum, L., DiCecco, M.B., Taylor, L., & Adelman,H.S. (1995). Upgrading school support programsthrough collaboration: Resource CoordinatingTeams. Social Work in Education, 17, 117-124.

The center is co-directed by Howard Adelman and Linda Taylor and operates under the auspices of the School Mental Health Project, Dept. of Psychology, UCLA, Los Angeles, CA 90095-1563 Phone: (310) 825-3634. Support comes in part from the U.S. Department of Health and Human Services, Public Health Service, Health Resources and Services Administration, Maternal and Child Health Bureau, Office of Adolescent Health, with co-fundingfrom the Substance Abuse and Mental Health Services Administration’s Center for Mental Health Services.

U C FACT SHEET L A

WHAT IS A LEARNING SUPPORT RESOURCE TEAM?Every school that wants to improve its systems forproviding student support needs a mechanism that focusesspecifically on improving resource use and enhancement.A Learning Support Resource Team (previously called aResource Coordinating Team) is a vital form of such amechanism.

Most schools have teams that focus on individualstudent/family problems (e.g., a student support team, anIEP team). These teams focus on such functions asreferral, triage, and care monitoring or management. Incontrast to this case-by-case focus, a school’s LearningSupport Resource Team can take responsibility forenhancing use of all resources available to the school foraddressing barriers to student learning and promotinghealthy development. This includes analyzing howexisting resources are deployed and clarifying how theycan be used to build a comprehensive, multifaceted, andcohesive approach. It also integrally involves thecommunity with a view to integrating human and financialresources from public and private sectors to ensure that allstudents have an equal opportunity to succeed at school.

What are its functions?

A Resource Coordinating Team performs essentialfunctions related to the implementation and ongoingdevelopment of a comprehensive, multifaceted, andcohesive approach for addressing barriers to studentlearning and promoting healthy development.

Examples of key functions are:

Mapping resources at school and in thecommunity

Analyzing resources Identifying the most pressing program

development needs at the school Coordinating and integrating school resources &

connecting with community resources Establishing priorities for strengthening programs

and developing new ones Planning and facilitating ways to strengthen and

develop new programs and systems Recommending how resources should be deployed

and redeployed Developing strategies for enhancing resources “Social marketing”

Related to the concept of an Enabling (Learning Support)Component, these functions are pursued within frameworks that outline six curriculum content areas and

the comprehensive continuum of interventions needed todevelop a comprehensive, multifaceted approach tostudent support that is integrated fully into the fabric ofthe school.

Who’s on Such a Team?

A Learning Support Resource Team might begin withonly two people. Where feasible, it should expand into aninclusive group of informed stakeholders who are ableand willing. This would include the following:

Principal or assistant principal School Psychologist Counselor School Nurse School Social Worker Behavioral Specialist Special education teacher Representatives of community agencies

involved regularly with the school Student representation (when appropriate and

feasible) Others who have a particular interest and

ability to help with the functions

It is important to integrate this team with theinfrastructure mechanisms at the school focused oninstruction and management/governance. For example,the school administrator on the team must represent theteam at administrative meetings; there also should be arepresentative at governance meetings; and anothershould represent the team at a Learning Support Resource Council formed for a family of schools (e.g., the feederpattern).

References:

Adelman, H.S. (1993). School-linked mental healthinterventions: Toward mechanisms for servicecoordination and integration. Journal ofCommunity Psychology, 21, 309-319.

Center for Mental Health in Schools (2001).Resource-Oriented Teams: Key InfrastructureMechanisms for Enhancing Education Supports.Los Angeles: Author at UCLA.

Center for Mental Health in Schools (2002). Creatingthe Infrastructure for an Enabling (LearningSupport) Component to Address Barriers to StudentLearning. Los Angeles: Author at UCLA.

Rosenblum, L., DiCecco, M.B., Taylor, L., & Adelman,H.S. (1995). Upgrading school support programsthrough collaboration: Resource CoordinatingTeams. Social Work in Education, 17, 117-124.

The center is co-directed by Howard Adelman and Linda Taylor and operates under the auspices of the School Mental Health Project, Dept. of Psychology, UCLA, Los Angeles, CA 90095-1563 Phone: (310) 825-3634. Support comes in part from the U.S. Department of Health and Human Services, Public Health Service, Health Resources and Services Administration, Maternal and Child Health Bureau, Office of Adolescent Health, with co-fundingfrom the Substance Abuse and Mental Health Services Administration’s Center for Mental Health Services.

A Learning Support Resource Team?????

“We already have a team”What you probably have is

a Case-Oriented Team (Focused on specific individualsand discrete services)

Sometimes called: Child/Student Study Team Student Success Team Student Assistance Team Teacher Assistance Team IEP Team

EXAMPLES OF FUNCTIONS:

>triage>referral>case monitoring/

management >case progress review

>case reassessment

What you also need is aa Resource-Oriented Team

(Focused on all students and theresources, programs, and systems toaddress barriers to learning &promote healthy development)

Possibly called: Resource Coordinating Team Resource Coordinating Council School Support Resource Team

Learning Support Resource Team EXAMPLES OF FUNCTIONS:

>aggregating data across students & from teachers to analyze school needs>mapping resources >analyzing resources >enhancing resources>program and system planning/ development – including emphasis onestablishing a full continuum ofintervention

>redeploying resources >coordinating-integrating resources>social "marketing"

“We already have a team”What you probably have is

a Case-Oriented Team (Focused on specific individuals

EXAMPLES OF FUNCTIONS:

What you also need is aa Resource-Oriented Team

(Focused on all students and the

Learning Support Resource Team EXAMPLES OF FUNCTIONS:

School-Based Resource-Oriented Mechanism

(e.g., a Learning Support Resource Team)

What are it's functions? aggregating data across students & from teachers to

analyze school needs mapping resources analyzing resources enhancing resources program and system planning/development redeploying resources coordinating and integratingresources social "marketing"

If it is a team, how many are on it?

From 2 -- to as many as are willing and able.

Another team?

Not necessarily – but definitely a different agenda and time to do it.

Who's on it? (depends on what's feasible)> School staff

(e.g., counselors, psychologists, social workers,nurses, attendance and dropout counselors, specialeducation staff, health educators, bilingual programcoordinators, teachers)

> one of the school's administrators > 1-2 parents > 1-2 older students> Representatives of any community resources/agencies who are working closely with the school

Infrastructure Connections

The administrator on the team represents the team at administrator meetings

One member must be an official representative on the school's governance body

One member represents the team on the Complex's Learning Support Resource Council

What are it's functions? aggregating data across students & from teachers to

analyze school needs mapping resources analyzing resources enhancing resources program and system planning/development redeploying resources coordinating and integratingresources social "marketing"

If it is a team, how many are on it?

From 2 -- to as many as are willing and able.

Another team?

Not necessarily – but definitely a different agenda and time to do it.

Who's on it? (depends on what's feasible)> School staff

(e.g., counselors, psychologists, social workers,nurses, attendance and dropout counselors, specialeducation staff, health educators, bilingual programcoordinators, teachers)

> one of the school's administrators > 1-2 parents > 1-2 older students> Representatives of any community resources/agencies who are working closely with the school

Infrastructure Connections

The administrator on the team represents the team at administrator meetings

One member must be an official representative on the school's governance body

One member represents the team on the Complex's Learning Support Resource Council

Connecting a “Family” of Schools

Developing and connecting key resource-oriented mechanismsat school sites, among families of schools, and district

and community wide

High Schools

Middle Schools

Elementary Schools

LearningSupportsResource

Team

LearningSupportsResource

Team

LearningSupportsResource

Team

LearningSupportsResource

Team

LearningSupportsResource

Team

LearningSupportsResource

Team

LearningSupportsResource

Team

LearningSupportsResource

Team

LearningSupportsResource

Team

LearningSupportsResource

Team

LearningSupportsResource

Team

LearningSupportsResource

Team

Learning SupportsResource Council

Learning SupportsResource Council

School District Resources, Management, &

Governing Bodies

CommunityResources,

Planning, &Governing

Example of an integrated infrastructure at the school level

Learning Supports Instructional

or Enabling Component Component

Leadership for Leadership Learning Supports/ for instruction

Enabling Component*

School Improvement (Various teams and work

Team groups focused on moderate improving instruction) problems Learning

Case- Supports Oriented Resource Management/GovernanceTeams Team** Component

severe problems

Management/ Governance

Ad hoc and standing work groups*** Administrators

(Various teams and work groups focused on Management and governance)

*Learning Supports or Enabling Component Leadership consists of an administrator andother advocates/champions with responsibility and accountability for ensuring thevision for the component is not lost. The administrator meets with and providesregular input to the Learning Supports Resource Team.

**A Learning Supports Resource Team ensures component cohesion, integratedimplementation,

and ongoing development. It meets weekly to guide and monitor daily implementationand development of all programs, services, initiatives, and systems at a school that areconcerned with providing learning supports and specialized assistance.

***Ad hoc and standing work groups – Initially, these are the various “teams” that already exist related to various initiatives and programs (e.g., a crisis team) and for processing “cases”

(e.g., a student assistance team, an IEP team). Where redundancy exists, work groupscan be combined. Others are formed as needed by the Learning Supports Resource Teamto address specific concerns. These groups are essential for accomplishing the manytasks associated with such a team’s functions.

For more on this, see >http://smhp.psych.ucla.edu/pdfdocs/infrastructure/anotherinitiative-exec.pdf >http://smhp.psych.ucla.edu/pdfdocs/studentsupport/toolkit/aidk.pdf

or Enabling Component Component

Leadership for Leadership Learning Supports/ for instruction

Enabling Component*

School

Team groups focused on moderate improving instruction) problems Learning

Case- Supports Oriented Resource Management/GovernanceTeams Team** Component

severe problems

Management/ Governance

Ad hoc and standing work groups*** Administrators

*Learning Supports or Enabling Component Leadership consists of an administrator andother advocates/champions with responsibility and accountability for ensuring thevision for the component is not lost. The administrator meets with and providesregular input to the Learning Supports Resource Team.

**A Learning Supports Resource Team ensures component cohesion, integratedimplementation,

and ongoing development. It meets weekly to guide and monitor daily implementationand development of all programs, services, initiatives, and systems at a school that areconcerned with providing learning supports and specialized assistance.

***Ad hoc and standing work groups – Initially, these are the various “teams” that already exist related to various initiatives and programs (e.g., a crisis team) and for processing “cases”

(e.g., a student assistance team, an IEP team). Where redundancy exists, work groupscan be combined. Others are formed as needed by the Learning Supports Resource Teamto address specific concerns. These groups are essential for accomplishing the manytasks associated with such a team’s functions.

>http://smhp.psych.ucla.edu/pdfdocs/infrastructure/anotherinitiative-exec.pdf >http://smhp.psych.ucla.edu/pdfdocs/studentsupport/toolkit/aidk.pdf

At the Complex Level (family of schools)

• 1-2 representatives from each School-Based Resource Team

• Facilitator for Complex Resource Council

At the District Level

• 1-2 representatives from each Complex Resource Council

• High Level District Administrator

• School Board Subcommittee Chair

(Comparable leadership at county, state, and federal levels)

Leadership Beyond the School for aComponent to Enable Learning by

Addressing Barriers

About Collaborative Infrastructure

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.

Collaboration is not about meeting. It is about pursuing specific functions and accomplishing essential tasks.

To be meaningful, a school-community collaborative must organize an effective infrastructure.

In doing so, it must remember the basic organizational principle:

Structure

Follows

Function!

Examples of Task Functions

>aggregating data from schools and neighborhood to analyze system needs

>mapping resources (not just services)

>analyzing resources

>program & system planning/development -- including emphasis on setting priorities for establishing a comprehensive, multifaceted, and cohesive set of interventions to meet needs of school and community

>redeploying resources

>enhancing resource use and seeking additional resources

>coordinating-integrating resources

>social “marketing”

About Collaborative Infrastucture

Basic Collaborative Infrastructure

Who should be at the table? >families >schools >communities

Collab.body

steering group

ad hoc work

groups

Connecting Collaboratives at All Levels*

Localcollab.

multi-localitycollab.

city-wide& schooldistrict collab.

collab. ofcounty-wide& all schooldistricts in

county

Exhibit About Collaborative Infrastructure

Basic Collaborative Infrastructuresteering group

Who should be at the table? (e.g., drives the initiative, uses political clout to

>families1 standing work group solve problems) >schools2 for pursuing operational collab >communities3 functions/tasks body

(e.g., daily planning, . implementation, & eval.)

ad hoc work groups standing work groups for pursuing process for pursuing programmatic functions/tasks functions/tasks (e.g., mapping, capacity

(e.g., instruction, learning building, social marketing) supports, governance, community

organization, community develop.)

Staffing >Executive Director >Organization Facilitator (change agent)

Connecting Collaboratives at All Levels*collab. of

city-wide county-wide multi- & school & all school

local locality district districts in collab. collab. collab. county

1Families. It is important to ensure that all who live in an area are represented – including, but notlimited to, representatives of organized family advocacy groups. The aim is to mobilize all thehuman and social capital represented by family members and other home caretakers of the young.

2Schools. This encompasses all institutionalized entities that are responsible for formal education(e.g., pre-K, elementary, secondary, higher education). The aim is to draw on the resources of theseinstitutions.

3Communities. This encompasses all the other resources (public and private money, facilities,human and social capital) that can be brought to the table at each level (e.g., health and socialservice agencies, businesses and unions, recreation, cultural, and youth development groups,libraries, juvenile justice and law enforcement, faith-based community institutions, service clubs,media). As the collaborative develops, additional steps must be taken to outreach to disenfranchisedgroups.

steering groupWho should be at the table? (e.g., drives the initiative,

uses political clout to >families1 standing work group solve problems) >schools2 for pursuing operational collab >communities3 functions/tasks body

(e.g., daily planning, . implementation, & eval.)

ad hoc work groups standing work groups for pursuing process for pursuing programmatic functions/tasks functions/tasks (e.g., mapping, capacity

(e.g., instruction, learning building, social marketing) supports, governance, community

organization, community develop.)

Staffing >Executive Director >Organization Facilitator (change agent)

1Families. It is important to ensure that all who live in an area are represented – including, but notlimited to, representatives of organized family advocacy groups. The aim is to mobilize all thehuman and social capital represented by family members and other home caretakers of the young.

2Schools. This encompasses all institutionalized entities that are responsible for formal education(e.g., pre-K, elementary, secondary, higher education). The aim is to draw on the resources of theseinstitutions.

3Communities. This encompasses all the other resources (public and private money, facilities,human and social capital) that can be brought to the table at each level (e.g., health and socialservice agencies, businesses and unions, recreation, cultural, and youth development groups,libraries, juvenile justice and law enforcement, faith-based community institutions, service clubs,media). As the collaborative develops, additional steps must be taken to outreach to disenfranchisedgroups.

Keep in mind:

Collaborations can be organized by any group of stakeholders.

Connecting the resources of families and the community through collaboration with schools is essential for developing

comprehensive, multifaceted programs and services.

At the multi-locality level, efficiencies and economies of scale are achieved by connecting a complex (or “family”) of schools (e.g., a high school and its feeder schools).

In a small community, such a complex often is the school district.

Conceptually, it is best to think in terms of building from the local outward, but in practice, the process of establishing the initial

collaboration may begin at any level.

V. Getting from Here to There:

Systemic Change

• Four Major Phases of System Change• Some Key Elements in Making System Changes• Considerations Related to New Initiatives• A Logic Model• Understanding Barriers to Change • Steps in Establishing a Learning Support Component• First Steps for a School-Community Collaboration• About Change Agents• Social Marketing, Data, and Systemic Change• Standards and Accountability

How do we get from here to there?

Is this your change process?

Four Major Phases of System Change

Creating Readiness

Initial Implementation (start-up & phase-in)

Institutionalization (maintenance, sustainability)

Ongoing Evolution & Creative Renewal

Some Key Elements in Making System Changes

(1) SOCIAL MARKETING 101 (Simple messages - the rhetoric of the new - necessary, but insufficient)

(2) VISION & COMMITMENT A Comprehensive, Multifaceted, and Integrated Approach to Address Barriers to Student Learning & Promoting Healthy Development

(3) LEADERSHIP & INFRASTRUCTURE• Administrative leads >district (e.g., assistant superintendent) >school site administrative lead (principal, AP)

• Board of Education (e.g., subcommittee)• Resource Teams/Councils (school, cluster/complex, district) • Organization Facilitators/Change Agents

(4) RESOURCES• redeployment of current expenditures >Title XI of ESEA (5% of ESEA dollars for coordinated services) >IDEA (1% of special education dollars for coordinated services) >other “compensatory” education dollars >safe and drug free school dollars >general funds for student support services

• better integration of >community resources (including post secondary institutions) >grants

(5) CAPACITY BUILDING (esp. time, space, inservice education)• including state holders• intensive efforts during first phases of change require extra support

and use of temporary mechanisms to facilitate changes• need to address the problem of turnover and newcomers

Major system change is not easy, but the alternative is promoting a very unsatisfactory status quo.

New initiatives: Considerations related to planning, implementing, sustaining, and going-to-scale

NATURE & SCOPE OF FOCUS

Intervention/ Adoption/Adaptation System-Wide Program Prototype of the Prototype Replication/

Development at a Particular Site Scale-Up

Social Marketing

Vision & Policy Commitment

Partnership Negotiation& LeadershipDesignation

Infrastructure Enhancement/Develop.(e.g., mechanisms for

SOME governance, steering, KEY operation, coordination) FACETS

Resources -- Redeployed & New (e.g., time, space, funds)

Capacity Building (especially development of personnel & addressing personnel mobility)

Standards, Evaluation, &Accountability

CreatingReadiness

Initial Implementation

PHASES OF THECHANGE PROCESS

Institutionalization

Ongoing

Evolution/ Creative

Renewal

Intervention/ Adoption/Adaptation System-Wide Program Prototype of the Prototype Replication/

Development at a Particular Site Scale-Up

Social Marketing

Partnership Negotiation& LeadershipDesignation

Infrastructure Enhancement/Develop.(e.g., mechanisms for

SOME governance, steering, KEY operation, coordination) FACETS

Resources -- Redeployed & New (e.g., time, space, funds)

Capacity Building (especially development of personnel & addressing personnel mobility)

Standards, Evaluation, &Accountability

CreatingReadiness

Initial Implementation

PHASES OF THECHANGE PROCESS

Institutionalization

Ongoing

Evolution/ Creative

Renewal

Vision For intervention to addressproblems andenhance thewell-being (e.g.,of children,schools,families, andneighborhoods)

For systemic changes to accomplish the above (e.g., policy shifts)

Resources(e.g., dollars, realestate space,equipment, socialcapital, etc. relatedto overlappingschool-communityaims and functions– includesredeploying resources)

(includes redeploying resources for needed systemic changes)

General Functions & Major Tasks/ Activities (related to overlappingschool-communityaims)

(related to needed systemic changes)

Structure & Strategies related to overlapping aims & functions – connected mechanisms to accomplish functions and outcomes

(e.g., leadershipfor change andother changeagent mechanisms)

Outcomes/ResultsFormative/summative evaluation and accountability (e.g., data on students, schools, families, & neighborhood; data to “get credit for all you do” and for social marketing)

interventionShort-term Intermediate Long-term(benchmarks)

systemic changesShort-term Intermediate Long-term(benchmarks)

Linking Logic Models for School-Community Intervention to Strengthen YoungPeople, Schools, Families, and Communities

With respect to both (a) desired interventions and (b) “getting from here to there” (e.g.,systemic changes):

>What is our vision and long-term aims?>What are the existing resources that might be redeployed and woven together to make better progress toward the vision?>What general functions and major tasks/activities need to be implemented?>What structure/strategies are needed to carry out the functions and tasks (including

governance and resource management)?>What short-term indicators will be used as process benchmarks, and what intermediate

outcomes will indicate progress toward long-range aims.

Vision For intervention to addressproblems andenhance thewell-being (e.g.,of children,schools,families, andneighborhoods)

For systemic changes to accomplish the above (e.g., policy shifts)

Resources(e.g., dollars, realestate space,equipment, socialcapital, etc. relatedto overlappingschool-communityaims and functions– includesredeploying resources)

(includes redeploying resources for needed systemic changes)

General Functions & Major Tasks/ Activities (related to overlappingschool-communityaims)

(related to needed systemic changes)

Structure & Strategies related to overlapping aims & functions – connected mechanisms to accomplish functions and outcomes

(e.g., leadershipfor change andother changeagent mechanisms)

Outcomes/ResultsFormative/summative evaluation and accountability (e.g., data on students, schools, families, & neighborhood; data to “get credit for all you do” and for social marketing)

interventionShort-term Intermediate Long-term(benchmarks)

systemic changesShort-term Intermediate Long-term(benchmarks)

outcomes will indicate progress toward long-range aims.

Needed: A Change Agent

Someone needs to be designated specifically to facilitate the process of systemic change related to establishing a learning support or enabling component at a school and for a family of schools.

Because the process involves significant organizational change, the individual chosen has to have the full administrative support and the skills of a change agent.

We designate this essential change agent as

An Organization Facilitator

Organization FacilitatorA Temporary Change Agent Mechanism

At the School Level

• facilitates establishment of resource-oriented mechanism (e.g., School-Based Resource Team)

• facilitates initial capacity building (especially leadership training)

• provides support in implementing initial tasks (e.g., mapping and analyzing resources)

At the Complex Level

• facilitates establishment of resource-oriented mechanism (e.g., Complex Resource Council)

• facilitates initial capacity building

• provides support in implementing initial tasks >mapping >analyses >interface with neighborhood resources

Sequence

• focus first on establishing school infrastructure, then complex infrastructure

• focus first on complex, then each school

• focus simultaneously on establishing infrastructure at schools and complex

For schools, any systemic changes

to enhance learning supports must develop

>>a standards-base

>>an accountability framework

Expanding the Framework for School Accountability

High Standards for Academics*(measures of cognitive achievements, e.g., standardized tests of achievement, portfolio and other forms of authentic assessment)

High Standards for Learning/ Development Related to Social & Personal Functioning*(measures of social learning and behavior, character/ values, civility, healthy and safe behavior)

Indicators of positive Learning and Development

Benchmark Indicators of Progress for “Getting from Here to There”

High Standards for Enabling Learning and Development by Addressing Barriers**(measures of effectiveness in addressing barriers, e.g., increasedattendance, reduced tardies, reducedmisbehavior, less bullying andsexual harassment, increased familyinvolvement with child and schooling,fewer referrals for specialized assistance,fewer referrals for special education, fewer pregnancies, fewer suspensionsand dropouts)

“Community Report Cards”

• increases in positive indicators

• decreases in negative indicators

*Results of interventions for directly facilitating development and learning.

**Results of interventions for addressing barriers to learning and development.

What the best and wisest parents want

for their own children,

that must the community want for

all its children.

Any other idea . . .

Is narrow and unlovely.

John Dewey (updated)

Never doubt that a small group

of thoughtful, committed people

can change the world.

Indeed, it is the only thing

that ever has.

Margaret Mead

ABOUT THE CENTER FOR MENTAL HEALTH IN SCHOOLS at UCLA

The Center, co-directed by Howard Adelman and LindaTaylor, is one of two national centers funded in part bythe Office of Adolescent Health, Maternal and Child

Health Bureau (Title V, Social Security Act), HealthResources and Services Administration (Project #U45 MC00175), U.S. Department of Health and Human Services.

For an overview of publications andresources available from the Center, write c/o Dept. of Psychology, UCLA, Box 951563, Los Angeles, CA 90095-1563 or call (310) 825-3634 (toll free – 866/846-4843 or use the internet to scan the website:

http://smhp.psych.ucla.edu

MENTAL HEALTH IN SCHOOLS at UCLA