ucla a graphic overview enhancing school improvement: addressing barriers to learning and...
TRANSCRIPT
![Page 1: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/1.jpg)
UCLA
A Graphic Overview
Enhancing School Improvement:Addressing Barriers to Learning
and Re-engaging Students
![Page 2: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/2.jpg)
UCLA
We just missed the school bus. \ Don’t worry. I heard the principal say
\ no child will be left behind. /
![Page 3: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/3.jpg)
UCLA
About this Resource
This is part of a set of 7 power point sessions. For each session, there are also a package of handouts (online in PDF) that cover the material. Many of these handouts provide additional details on a given topic.
![Page 4: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/4.jpg)
UCLA
Feel free to use the power point slides and the handouts as is or by adapting them to advance efforts to develop a comprehensive system of learning supports.
![Page 5: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/5.jpg)
UCLA
Session Topics I. Why is a System of Learning Supports Imperative
for School Improvement?
II. What is a System of Learning Supports?
An intervention perspective
III. What is a System of Learning Supports?
An infrastructure perspective
![Page 6: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/6.jpg)
UCLA
Session Topics
IV. What is a System of Learning Supports?
A policy perspective
V. What’s Involved in Getting from Here to There?
VI. Engaging and Re-engaging Students with an Emphasis on Intrinsic Motivation
VII. Concluding Comments
![Page 7: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/7.jpg)
UCLA
Session IWhy is a System of
Learning Supports Imperative for
School Improvement?
![Page 8: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/8.jpg)
UCLA
Topics Covered
>Some Major Concerns
>Lenses for viewing school improvement efforts
>School improvement planning:
What’s being done & what’s missing?
![Page 9: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/9.jpg)
UCLA
I. Why is a System of Learning Supports
Imperative for School Improvement?
Some Major Concerns
![Page 10: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/10.jpg)
UCLA
<><><><><><><><><>
The current focus of school
improvement policy and practice
is too limited to ensure that all
students have an equal
opportunity to succeed at school.
<><><><><><><><><>
![Page 11: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/11.jpg)
UCLA
The limited focus contributes to:
– High Student Dropout Rates
![Page 12: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/12.jpg)
UCLA
The limited focus contributes to:
– High Student Dropout Rates
– High Teacher Dropout Rates
![Page 13: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/13.jpg)
UCLA
The limited focus contributes to:
– High Student Dropout Rates
– High Teacher Dropout Rates
– Continuing Achievement Gap
![Page 14: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/14.jpg)
UCLA
The limited focus contributes to:
– High Student Dropout Rates
– High Teacher Dropout Rates
– Continuing Achievement Gap
– So Many Schools Designated as
![Page 15: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/15.jpg)
UCLA
The limited focus contributes to:
– High Student Dropout Rates
– High Teacher Dropout Rates
– Continuing Achievement Gap
– So Many Schools Designated as Low Performing
![Page 16: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/16.jpg)
UCLA
The limited focus contributes to:
– High Student Dropout Rates
– High Teacher Dropout Rates
– Continuing Achievement Gap
– So Many Schools Designated asLow Performing
– High Stakes Testing Taking its Toll on Students
![Page 17: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/17.jpg)
UCLA
The limited focus contributes to:
– High Student Dropout Rates
– High Teacher Dropout Rates
– Continuing Achievement Gap
– So Many Schools Designated as
– Low Performing
– High Stakes Testing Taking its Toll on Students
– Plateau Effect
![Page 18: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/18.jpg)
UCLA
Some of the data:
The dropout rate for our nation remains unacceptably high. In 2006, the Education Trust reported that nearly 25 percent of the ninth grade population will not end up graduating from high school.
![Page 19: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/19.jpg)
UCLA
Some of the data:
Students are not the only ones dropping out of school. We are losing teachers at a rate of almost 1,000 a day. As the Alliance for Excellence in Education noted in 2005, many are not retiring; they are just leaving the profession.
![Page 20: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/20.jpg)
UCLA
Some of the data:
Student achievement in core academic subjects, as reported in 2007 by the National Center for Education Statistics, shows far too many students are performing poorly.
![Page 21: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/21.jpg)
UCLA
Some of the data:
Take reading levels as an example.
Despite reports of small recent gains, most American students, across grade levels, are reading at the most basic levels and “only about 30 percent of high school students read proficiently and more than a quarter read below grade level.”
![Page 22: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/22.jpg)
UCLA
Some of the data:Other relevant data form the National Center for
Education Statistics (NCES) indicate that>the primary home language of almost 11 million children is not English>10 percent of public school students in kindergarten through grade 12 had been retained (i.e., repeated a grade since starting school), >11 percent had been suspended and 2 percent had been expelled (i.e., permanently removed from school with no services)
![Page 23: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/23.jpg)
UCLA
Some of the data:
The NCES joins others is stressing that research suggests that growing up in poverty can negatively impact children’s mental and behavioral development as well as their overall health, making it more difficult for them to learn.
![Page 24: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/24.jpg)
UCLA
Some of the data:
While it is a widely held belief that education should be a great equalizer, the U.S. Department of Education recognizes that, in large portion, children living in poverty attend schools that, at best, have marginal performance records.
![Page 25: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/25.jpg)
UCLA
Data from the National Assessment of Education Progress (NAEP) clearly shows the plateau effect
related to academic achievement.
![Page 26: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/26.jpg)
Trend in NAEP reading average scores for 9-year-old students
Trend in NAEP reading average scores for 13-year-old students
The Nation’s Report Card – National Center for Education Statistics
See key on next slide
![Page 27: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/27.jpg)
The Nation’s Report Card – National Center for Education Statistics
Trend in NAEP reading average scores for 17-year-old students
Note:
The long‑term trend assessment was updated in several ways in 2004. Outdated material was replaced, accommodations for students with disabilities (SD) and for English language learners (ELL) were allowed, and administration procedures were modified. A special bridge study was conducted in 2004 to evaluate the effects of these changes on the trend lines. The study involved administering both the original and revised formats of the assessments to determine how the revisions may have affected the results.
Key
Original Assessment Format
Revised Assessment Format
See note below
* Significantly different (p < .05) from 2008.
![Page 28: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/28.jpg)
UCLA
I. Why is a System of Learning Supports
Imperative for School Improvement?
Three Lenses for Viewing
School Improvement Efforts
![Page 29: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/29.jpg)
UCLA
Lens #1 = All Students
Range of Learners
I = Motivationally ready and able
II = Not very motivated/lacking prerequisite skills/ different rates & styles/minor vulnerabilities
III = Avoidant/very deficient in current capabilities has a disability and/or major health problems
![Page 30: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/30.jpg)
UCLA
Not some --
ALL youngsters
are to have an equal
opportunity to succeed at school
![Page 31: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/31.jpg)
UCLA
Lens # 2 = Barriers to Learning
Categories of Risk-Producing Conditions
that Can be Barriers to Learning
>Environmental Conditions
>Family
>School and Peers
>Individual
![Page 32: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/32.jpg)
UCLA
Examples of Environmental Conditions
• extreme economic deprivation
• community disorganization, including high levels of mobility
• violence, drugs, etc.
• minority and/or immigrant status
![Page 33: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/33.jpg)
UCLA
Examples of Family Conditions
• chronic poverty
• conflict/disruptions/violence
• substance abuse
• models problem behavior
• abusive caretaking
• inadequate provision for quality child care
![Page 34: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/34.jpg)
UCLA
Examples of School & Peer Conditions
• poor quality school
• negative encounters with teachers
• negative encounters with peers
• inappropriate peer models
![Page 35: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/35.jpg)
UCLA
Examples of Individual Conditions
• medical problems
• low birth weight/neurodevelopmental delay
• psychophysiological problems
• difficult temperament & adjustment problems
• inadequate nutrition
![Page 36: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/36.jpg)
UCLA
Barriers to Learning and School Improvement
Range of Learners
I = Motivationally ready and able
Not verymotivated/lackingprerequisite
II = skills/different rates& styles/minorvulnerabilities
III = Avoidant/very deficientin capabilities
![Page 37: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/37.jpg)
UCLA
Barriers to Learning and School Improvement
Range of Learners
I = Motivationally ready and able
Not verymotivated/lackingprerequisite
II = skills/different rates& styles/minorvulnerabilities
III = Avoidant/very deficientin capabilities
No barriers
InstructionalComponent
ClassroomTeaching
+Enrichment
Activity
DesiredOutcomes
(High Expectations& Accountability)
(High Standards)
![Page 38: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/38.jpg)
UCLA
Barriers to Learning and School Improvement
Range of Learners
I = Motivationally ready and able
Not verymotivated/lackingprerequisite
II = skills/different rates& styles/minorvulnerabilities
III = Avoidant/very deficientin capabilities
No barriers
Barriers*To
Learning,Development,
Teaching
InstructionalComponent
ClassroomTeaching
+Enrichment
Activity
DesiredOutcomes
(High Expectations& Accountability)
(High Standards)
![Page 39: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/39.jpg)
UCLA
Caution: Don’t misinterpret the term
>Barriers to learning It encompasses much more than a
deficit model of students.
![Page 40: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/40.jpg)
UCLA
And, it is part of a holistic approach that emphasizes the importance of
>Protective Buffers
(e.g., strengths, assets, resiliency, accommodations)
&
>Promoting Full Development
![Page 41: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/41.jpg)
UCLA
Lens # 3 = Engagement & Disengagement
Source of Motivation
Extrinsics Intrinsics Intrinsics/ Extrinsics
EngagementInterventionConcerns
Disengagement(psychological
reactance)
![Page 42: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/42.jpg)
UCLA
Engaging & Re-engaging Students in Classroom Learning
How are schools
>maximizing Intrinsic Motivation?
>minimizing Behavior Control Strategies?
![Page 43: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/43.jpg)
UCLA
Motivation,
and especially Intrinsic Motivation
are fundamental intervention
considerations related to student
(and staff) problems
![Page 44: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/44.jpg)
UCLA
I. Why is a System of Learning Supports
Imperative for School Improvement?
School Improvement Planning:
What’s Being Done &
What’s Missing?
![Page 45: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/45.jpg)
UCLA
With all the budget problems, We have to do everything on a shoestring.
\ \ Are you saying you \ still have a
shoestring?
/
![Page 46: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/46.jpg)
UCLA
School Improvement Planning: What’s Missing?
![Page 47: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/47.jpg)
UCLA
School Improvement Planning
Missing: A Comprehensive Focus on:
– Addressing Barriers to Learning & Teaching
– Re-engaging Disengaged Students in Classroom Learning
![Page 48: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/48.jpg)
UCLA
This becomes evident when we ask:
What do schools currently do to
(1) address barriers to learning
and teaching
and
![Page 49: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/49.jpg)
UCLA
This becomes evident when we ask:
What do schools currently do to
(1) address barriers to learning
and teaching
and
(2) re-engage students in
classroom instruction?
![Page 50: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/50.jpg)
UCLA
How is the district/school addressing barriers to learning?
Talk about fragmented!!!
Psychological Testing
Violence & Crime
Prevention
Special Education
After-School Programs
HIV/Aids PreventionPupil Services
District
Juvenile Court Services
Community-Based Organizations
Mental Health Services Social
Services
HIV/AIDS Services Child
Protective Services
Pregnancy Prevention
Counseling
Codes of Discipline
Physical Education
HealthEducation
Clinic
Health Services
Nutrition Education
School Lunch Program
Drug Prevention
Drug Services
Smoking Cessation For Staff
![Page 51: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/51.jpg)
UCLA
What does this mean for the What does this mean for the district and its schools?district and its schools?
![Page 52: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/52.jpg)
UCLA
What does this mean for the What does this mean for the district and its schools?district and its schools?
Current Situation at All Levels in the Educational System with Respect to Student/Learning Supports
– Marginalization
![Page 53: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/53.jpg)
UCLA
What does this mean for the What does this mean for the district and its schools?district and its schools?
Current Situation at All Levels in the Educational System with Respect to Student/Learning Supports
– Marginalization
– Fragmentation
![Page 54: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/54.jpg)
UCLA
What does this mean for the What does this mean for the district and its schools?district and its schools?
Current Situation at All Levels in the Educational System with Respect to Student/Learning Supports
– Marginalization
– Fragmentation
– Poor Cost-Effectiveness (up to 25% of a school budget used in too limited and often redundant ways)
![Page 55: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/55.jpg)
UCLA
What does this mean for the What does this mean for the district and its schools?district and its schools?
Current Situation at All Levels in the Educational System with Respect to Student/Learning Supports
– Marginalization
– Fragmentation
– Poor Cost-Effectiveness (up to 25% of a school budget used in too limited and often redundant ways)
– Counterproductive Competition for Sparse Resources (among school support staff and with community-based professionals who link with schools)
![Page 56: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/56.jpg)
UCLA
What’s the
community doing?
![Page 57: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/57.jpg)
UCLA
AGENCY REFORM
Restructuring and Reforming
Community Health and Human Services
![Page 58: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/58.jpg)
UCLA
The intent of current agency reform policy –
>end fragmentation
>enhance access to clientele
The focus –
>interagency collaboration
>school-linked services, sometimes based (co-located) at a school
![Page 59: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/59.jpg)
UCLA
Problems –
>doesn’t integrate with school’s efforts to address barriers to learning
>limits the focus to current agency work
As a result, current agency policy produces –
>an additional form of fragmentation
>counterproductive competition
>greater marginalization
![Page 60: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/60.jpg)
UCLA
It is important to remember that
Community Agency Reform is not the same thing as
Strengthening Communities
![Page 61: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/61.jpg)
UCLA
• The major intent of agency reform is to restructure services to reduce fragmentation.
![Page 62: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/62.jpg)
UCLA
• The major intent of agency reform is to restructure services to reduce fragmentation.
• The emphasis is mainly on interagency collaboration.
![Page 63: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/63.jpg)
UCLA
• The major intent of agency reform is to restructure services to reduce fragmentation.
• The emphasis is mainly on interagency collaboration.
• Schools have been included since they offer better access to agency clients. Thus, the concept of school linked services, and the idea of community agencies co-locating services on a school site.
![Page 64: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/64.jpg)
UCLA
Because the focus is on services, little attention is paid to
»integrating community resources with existing school programs and services designed to address barriers to learning;
»including a full range of community
resources;
»strengthening families and neighborhoods by improving economic status and enhancing other fundamental supports.
![Page 65: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/65.jpg)
UCLA
School
Banks
Police Day care Center
Faith-based Institutions
Higher Education Institutions
Local Residents
Businesses
Restaurants
Health & Social Services AgenciesCommunity
Based Orgs.; Civic Assn.
Media
Artist & Cultural
Institutions
Library
Senior Citizens
From Kretzmann & McKnight
![Page 66: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/66.jpg)
UCLA
To Recap:
School improvement policy and planning have not addressed barriers to development, learning, and teaching as a primary and essential component of what must be done if schools are to minimize behavior problems, close the achievement gap, and reduce the rate of dropouts
![Page 67: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/67.jpg)
UCLA
To Recap:
As a result, current efforts are marginalized, fragmented, often
redundant and off track, and they have resulted in counterproductive competition
for sparse resources
![Page 68: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/68.jpg)
UCLA
To Recap: The need is for a comprehensive system of learning supports that
(1) addresses barriers to development, learning, and teaching &
(2) (re-)engages students in classroom learning
![Page 69: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/69.jpg)
UCLA
Study Question
What are the many external and internal
barriers that interfere with students
learning and teachers teaching and
how does all this affect the school?
![Page 70: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/70.jpg)
UCLA
Study Question
What is currently being done to
address barriers to learning and
teaching and what is keeping the
work from being as effective as
needed?
![Page 71: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/71.jpg)
UCLA
Study Question
How would you change school improvement planning to ensure a
comprehensive system of learning supports is developed to more effectively address barriers to
development, learning, and teaching and also (re-)engage students in classroom learning?
![Page 72: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/72.jpg)
UCLA
Some Relevant References & Resources
>School Improvement Planning: What's Missing? http://smhp.psych.ucla.edu/whatsmissing.htm
>Addressing What's Missing in School Improvement Planning
http://smhp.psych.ucla.edu/pdfdocs/enabling/standards.pdf
>The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning – http://www.corwinpress.com/book.aspx?pid=11343
![Page 73: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/73.jpg)
UCLA
Next:
We turn to four fundamental, interrelated concerns involved in moving forward to develop
A Comprehensive
System of Learning Supports
![Page 74: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/74.jpg)
UCLA
Four Fundamental and Interrelated Concerns
Policy Revision Framing Interventions to
Address Barriers to Learning and Teaching into a
Comprehensive System of Interventions
Rethinking Organizational
and Operational Infrastructure
Developing Systemic Change Mechanisms
for Effective Implementation,
Sustainability, and Replication to Scale
![Page 75: UCLA A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students](https://reader031.vdocuments.us/reader031/viewer/2022032516/56649c6e5503460f94921029/html5/thumbnails/75.jpg)
UCLA
In Session II, we begin with the concern for framing
interventions to address
barriers to learning and
teaching as a comprehensive
system of interventions