ucla next: a look at what’s involved in getting from here to there

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

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Page 1: UCLA Next: A look at what’s involved in getting from here to there

UCLA

Next:

A look at what’s involved in getting from here to there

Page 2: UCLA Next: A look at what’s involved in getting from here to there

UCLA

What’s Involved in

Getting from Here to There?

Page 3: UCLA Next: A look at what’s involved in getting from here to there

UCLA

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

Page 4: UCLA Next: A look at what’s involved in getting from here to there

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

Seymour Sarason

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Page 5: UCLA Next: A look at what’s involved in getting from here to there

UCLA

Getting from Here to There & Planning Next Steps

>Old Ideas from which We Need to Escape

>Phasing in: Overview of Major Phases and Steps in Establishing a Comprehensive System of Learning Supports >Some Key Mechanisms to Facilitate Systemic Change

>Learning Supports Coordinators as Change Agents who Facilitate Development of a Learning Supports Systemic Component at a School

>Three Key Policy Considerations

Seven Steps for Principals and Their Staff in Establishing a Unified and Comprehensive System of Learning Supports

Page 6: UCLA Next: A look at what’s involved in getting from here to there

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Understanding Processes and Problems

Related to System Transformation as a

Basis for Strategic Planning and

Sustainable Implementation

Page 7: UCLA Next: A look at what’s involved in getting from here to there

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The real difficulty in changing

the course of any enterprise lies

not in developing new ideas

but in escaping old ones.

John Maynard Keynes

Page 8: UCLA Next: A look at what’s involved in getting from here to there

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Implementing innovation =

Systemic change =

Escaping old ideas

Page 9: UCLA Next: A look at what’s involved in getting from here to there

(2) Thinking that addressing barriers for the many students in need can be accomplished by continuing to overemphasize one-on-one direct services and paying sparse attention to classroom and school wide interventions that can reduce the need for such services.

(3) Thinking that improving student and learning supports mainly involves enhancing coordination of interventions instead of transforming the enterprise into a comprehensive system that is fully integrated into school improvement policy and practice.

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Page 10: UCLA Next: A look at what’s involved in getting from here to there

(4) Thinking that adopting a continuum of interventions is a sufficient framework for transforming current student/learning support services.

(5) Thinking that co-locating community resources on school campuses is the same as systematically integrating community resources to fill critical intervention gaps at schools and enhance community engagement.

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Page 11: UCLA Next: A look at what’s involved in getting from here to there

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

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Page 12: UCLA Next: A look at what’s involved in getting from here to there

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I think we’re finally making progress \ But unfortunately, our grant

\ ends in three months. /

Page 13: UCLA Next: A look at what’s involved in getting from here to there

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Expanded Frameworks for School Improvement Policy

and Accountability

Page 14: UCLA Next: A look at what’s involved in getting from here to there

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School systems are not responsible for meeting every need of their students.

But . . .

when the need directly affects learning,

the school must meet the challenge.

Carnegie Task Force on Education

Page 15: UCLA Next: A look at what’s involved in getting from here to there

UCLA

The Council of Chief State School Officers has adopted the following as the organization’s mission statement:

CCSSO, through leadership, advocacy, and service, assists chief state school officers and their organizations in

achieving the vision of an American education system that enables all children to succeed in school, work, and life.

Page 16: UCLA Next: A look at what’s involved in getting from here to there

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AASA as part of its Educating the Total Child initiative stresses:

Only when children have support for all their needs will schools have a real chance of helping every student master required education concepts and skills.

Page 17: UCLA Next: A look at what’s involved in getting from here to there

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Sustainable Systemic Transformation:

Overview of Major Phases and Steps

First Phase – Orientation: Creating Readiness & Commitment

Second Phase – Start-up and Phase-in: Building Infrastructure and Capacity

Third Phase – Sustaining, Evolving, and Enhancing Outcomes

Fourth Phase – Generating Creative Renewal and Replication to Scale

Page 18: UCLA Next: A look at what’s involved in getting from here to there

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Examples of Functions & Tasks for

First and Second Phases

Page 19: UCLA Next: A look at what’s involved in getting from here to there

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First Phase Examples – Creating Readiness and Commitment

• Introduce basic ideas to relevant groups of stakeholders to build interest and consensus for the work and to garner feedback and support

• Establish a policy framework and obtain leadership commitment – the leadership should make a commitment to adopt a comprehensive system for addressing barriers to learning and teaching as a primary and essential component of school improvement

• Identify a leader (equivalent to the leader for the instructional component) to ensure policy commitments are carried out for establishing the new component

Page 20: UCLA Next: A look at what’s involved in getting from here to there

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Second Phase Examples – Start-up and Phase-in:

Building Infrastructure and Capacity

• Establish and prepare temporary mechanisms to facilitate transformation (external partners for guiding change, steering, leader, organization change facilitators)

• Formulate specific start-up and phase-in action plan

• Formative evaluation process to monitor and guide progress

Page 21: UCLA Next: A look at what’s involved in getting from here to there

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Some Key Process Functions

> Ongoing planning

> Facilitating communication

> Information management

> Problem solving

Page 22: UCLA Next: A look at what’s involved in getting from here to there

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Some Key Mechanisms

Governance External partners

body for guiding

Steering transformation

body

Transformation

Leader &

change agent staff

including mentors

& coaches

Page 23: UCLA Next: A look at what’s involved in getting from here to there

About Designated Agents of Change

• Need to understand the process of systemic transformation (diffusion of innovation)

• Need to understand the organization’s culture and politics

• Must have full administrative support for facilitating the designated changes

Page 24: UCLA Next: A look at what’s involved in getting from here to there

Examples of What Change Agents Do

• Promote readiness and commitment to vision and outcomes (“social marketing”)

• Facilitate initial and ongoing refinement of agreements (about frameworks, strategies)

• Facilitate strategic and action planning for start-up & phase-in

• Facilitate reworking of operational infrastructure• Build capacity – coach, mentor, teach (creating a

good fit by matching both motivation and capability)• Facilitate formative evaluation• Ensure a focus on sustainability and scale-up

Page 25: UCLA Next: A look at what’s involved in getting from here to there

Steering the Transformation with the Support of External Partners

External partners help with system transformation by

(1) clarifying prototypes for

>transformation design

>strategic sustainable systemic change

(2) guiding/facilitating the design process

(3) guiding/facilitating the strategic planning process

(4) guiding/facilitating capacity building through each phase

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Page 26: UCLA Next: A look at what’s involved in getting from here to there

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

School systems are not responsible for meeting every need of their students.

But . . .

when the need directly affects learning, the school must meet the challenge.

Page 27: UCLA Next: A look at what’s involved in getting from here to there

Three Key Policy Concerns

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Page 28: UCLA Next: A look at what’s involved in getting from here to there

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Moving from a Two- to a Three-component Framework for School Improvement

Moving toward a Comprehensive System of Learning Supports

Direct Facilitation of Learning

& DevelopmentAddressing Barriers to Learning

& Teaching

Instructional/ Developmental

Component

Learning Supports Component

Management Component

Governance and Resource Management

Page 29: UCLA Next: A look at what’s involved in getting from here to there

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Governance and Resource Management (Management Component)

Policy Umbrella for School Improvement Planning Related to Addressing Barriers to Learning

Addressing Barriers to Learning/Teaching (Enabling or Learning Supports Component)

Direct Facilitation of Learning (Instructional Component)

Examples of Initiatives, programs and services that belong under the umbrella >positive behavioral supports

>programs for safe and drug free schools

>bi-lingual, cultural, and other diversity programs

>compensatory education programs

>student & family engagement programs

>special education programs

>mandates stemming from the No Child Left Behind Act & other federal programs

Page 30: UCLA Next: A look at what’s involved in getting from here to there

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Policy Focus Includes an Expanded Framework for School Accountability that Encompasses an Enabling or Learning Supports

ComponentIndicators of Positive

Learning and Development

High Standards for Academics

>measures of cognitive achievements

High Standards for Learning/Development Related to Social & Personal Functioning

>measures of engagement and social emotional learning

"Community Report Cards"

>increases in positive indicators

>decreases in negative indicators

BenchmarkIndicators ofProgress in Addressing Barriers &(Re-)engaging Students inClassroom Learning

High Standards for Enabling Learning and Development

>measures of effectiveness in addressing barriers

>increased attendance & family involvement

>reduced tardies & misbehavior and bullying

>fewer inappropriate referrals for specialized

assistance & special education

>fewer suspensions & dropouts

Page 31: UCLA Next: A look at what’s involved in getting from here to there

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Linked Logic Models:

Understanding the Linkages between

(a) desired school transformations and

(b) getting from here to there

Page 32: UCLA Next: A look at what’s involved in getting from here to there

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Linking Logic Models for School Improvement and System Change • desired interventions

• “getting from here to there” (e.g., systemic changes)

Vision/Mission/ Aims/

Rationale

for applying a prototype

In real world settings

Resources

to be (re)deployedand woven togetherfor pursuing desired

Organization improvements

General Functions

& Major Tasks,Activities, &

Phases

for pursuing desired

organization ImprovementsIn keeping with

mission

Infrastructure& Strategies

Interconnected mechanisms for

implementing functions &

accomplishing intended outcomes

Positive & Negative Outcomes

Formative/summativeevaluation and accountability

Prototype Outcome Indicators

Short- Intermed. Long- term term(benchmarks)

Page 33: UCLA Next: A look at what’s involved in getting from here to there

UCLA

Linking Logic Models for School Improvement and Systemic Change • desired interventions

• “getting from here to there” (e.g., systemic changes)

Vision/Aims/ Rationale

for applyinga prototype

In a real world setting

for systemic changes

to accomplish theabove (e.g., imageof future system; understanding of

how organizations

change)

Resources

to be (re)deployedand woven togetherfor pursuing desired

School improvements

to be (re)deployed for pursuing

necessary systemic changes

General Functions

& Major Tasks,Activities, &

Phases

for pursuing desired school improvements

for pursuingnecessary systemic changes

Infrastructure& Strategies

Interconnected mechanisms for

implementing functions &

accomplishing intended outcomes

InterconnectedTemporary

mechanisms to guide and facilitate Systemic changes (e.g., leadership for

change, steering group, organization

facilitators)

Positive & Negative Outcomes

Formative/summativeevaluation and accountability

School Improvement Outcome Indicators

Short- Intermed. Long- term term(benchmarks)

Systemic change Outcome Indicators

Short- Intermed. Long- term term(benchmarks)

Page 34: UCLA Next: A look at what’s involved in getting from here to there

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Seven Steps for Principals and Their Staff In Establishing a Unified and Comprehensive System

of Learning Supports

Step 1: Create Readiness and School Site Commitment.

Step 2: Appoint a Lead for System Development.

Step 3: Establish a Development Team to Work with the Administrative Lead (e.g., Learning Supports

Leadership Team)

Step 4: Conduct Indepth and Ongoing Analyses to Determine Gaps, Priorities, and Resource Deployment.

Page 35: UCLA Next: A look at what’s involved in getting from here to there

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Seven Steps for Principals and Their Staff In Establishing a Unified and Comprehensive System

of Learning Supports

Step 5: Form and Facilitate Needed Workgroups.

Step 6: Provide Ongoing Professional and Other Stakeholder Development .

Step 7: Use Formative Evaluation to Support Progress.

Page 36: UCLA Next: A look at what’s involved in getting from here to there

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To Recap:

Efforts to establish and sustain a Learning Supports Component must be designed and implemented in ways that

• integrate the Component fully with the instructional mission and avoid project mentality

• ensure someone is taking responsibility forfacilitating the enhancement of motivational readiness for change

Page 37: UCLA Next: A look at what’s involved in getting from here to there

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To recap:

• use all available, relevant data and other information related to needs, resource use, cost-effectiveness, etc. in clarifying why proposed changes are essential and feasible

• emphasize redeployment of current resources so that as many recommendations as feasible

are based on existing resources

• establish a high level cadre of “champions” to advocate for, steer, and expedite systemic changes and replication to scale

Page 38: UCLA Next: A look at what’s involved in getting from here to there

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Next:

Team Planning for Next Steps

Page 39: UCLA Next: A look at what’s involved in getting from here to there

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Template to Stimulate Planning of Next Steps

1. Presentation to district office staff and other key stakeholders of basic ideas about developing a comprehensive system of learning supports

2. Establish an administrative leader and steering team

(e.g., a Learning Supports Resource Team) and charge them with the multi-year development of a

sustainable comprehensive system of learning supports

3. Leader establishes a work group to review design

prototype and adapt it into a district designdocument

(cont.)

Page 40: UCLA Next: A look at what’s involved in getting from here to there

UCLA

4. Superintendent and learning supports administrative leader present the design to the school board and then communicate it throughout the district (emphasizing its transformative intent)

5. Superintendent fully integrates this system for addressing barriers to learning and teaching into district policy as a primary and essential component of school improvement (with accountability indicators directly focused on what the component is designed to do in the initially and over time)

6. Learning supports administrator establishes a workgroup to review and adapt the prototype for a multi-year strategic plan for rolling out and sustaining the system (i.e., produces a strategic plan covering the systemic change phases and tasks – including plans for an operational and systemic change infrastructure, capacity building, and evaluation – formative and summative)

7. Learning supports administrator establishes a workgroup to prepare an action plan for year 1 implementation

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UCLA Web site The Center at UCLA has extensive resources which

are free and readily accessible online. These include:

Resources to help meet daily needs related to student learning, behavior, and emotional concerns

Policy and practice analyses to help rethink current student and learning supports

A toolkit to help design and implement a comprehensive learning support system, and more . . .

• http://smhp.psych.ucla.edu/

Page 42: UCLA Next: A look at what’s involved in getting from here to there

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Online Technical Assistance

The Center at UCLA provides regular responses to all relevant technical assistance inquiries.

Our powerpoint presentations are available to you on request.

• Contact: [email protected]

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“What the best and wisest parent wants

for his [or her] own child, that must the community

want for all of its children.

Any other ideal for our schools

is narrow and unlovely;

acted upon, it destroys our democracy.”

John Dewey