we just missed the school bus. \ don’t worry. i heard the principal say
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Leadership Institute Addressing Barriers to Learning & Teaching and Re-engaging Disconnected Students. We just missed the school bus. \ Don’t worry. I heard the principal say \ no child will be left behind. /. - PowerPoint PPT PresentationTRANSCRIPT
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Leadership Institute
Addressing Barriers to Learning & Teaching and Re-engaging
Disconnected Students
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We just missed the school bus. \ Don’t worry. I heard the principal say
\ no child will be left behind. /
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In the accompanying handouts we have included more than we cover in the power point slides. Our hope is that you will look the handouts over when you have time.
Feel free to use any handout as is or by adapting them.
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Topics to be Covered
I. Why is a System of Learning Supports Imperative
for School Improvement?
II. What is a System of Learning Supports?
Rethinking Intervention
III. What is a System of Learning Supports? (cont.)
Reworking Infrastructure
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Topics
IV. Intrinsic Motivation: Engaging and Re-engaging
Students, Families, & Staff
V. What’s involved in Getting From Here to There
VI. Planning Next Steps
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I. Why is a System of
Learning Supports Imperative for
School Improvement?
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<><><><><><><><><>
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.
<><><><><><><><><>
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The limited focus contributes to:
– High Student Dropout Rates
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The limited focus contributes to:
– High Student Dropout Rates
– High Teacher Dropout Rates
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The limited focus contributes to:
– High Student Dropout Rates
– High Teacher Dropout Rates
– Continuing Achievement Gap
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The limited focus contributes to:
– High Student Dropout Rates
– High Teacher Dropout Rates
– Continuing Achievement Gap
– So Many Schools Designated as Low Performing
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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
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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
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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.
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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.”
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Data from the National Assessment of Education Progress (NAEP) clearly shows the plateau effect
related to academic achievement.
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Three Lenses for Viewing
School Improvement Efforts
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Lens #1 = All Students
Not some --
ALL youngsters
are to have an equal
opportunity to succeed at school
20
Lens #1 = ALL Students
Range of Learners
Motivationally ready and able
Not verymotivated/lackingprerequisite
skills/different rates& styles/minorvulnerabilities
Avoidant/ very deficient in capabilities
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Lens #2 = 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
BarriersTo
Learning,Developmen
t, Teaching
InstructionalComponent
ClassroomTeaching
+Enrichment
Activity
DesiredOutcomes
(High Expectations& Accountability)
(High Standards)
22
For most students, it’s more about Environmental Conditions
Neighborhood Family School and Peers
than about Individual deficits
And, of course, a holistic approach emphasizes
>Protective Buffers (strengths, resiliency)
>Promoting Full Development
Appreciating the Full Range ofBarriers to Learning and School Improvement –
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Examples of Environmental Conditions
• extreme economic deprivation
• community disorganization, including high levels of mobility
• violence, drugs, etc.
• minority and/or immigrant status
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Examples of Family Conditions
• chronic poverty
• conflict/disruptions/violence
• substance abuse
• models problem behavior
• abusive caretaking
• inadequate provision for quality child care
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Examples of School & Peer Conditions
• poor quality school
• negative encounters with teachers
• negative encounters with peers
• inappropriate peer models
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Examples of Individual Conditions
• medical problems
• low birth weight/neurodevelopmental delay
• psychophysiological problems
• difficult temperament & adjustment problems
• inadequate nutrition
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Caution: Don’t let anyonemisinterpret the term
>Barriers to learning It encompasses much more than a
deficit model of students.
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And, it is part of a holistic approach that emphasizes the importance of
>Protective Buffers
(e.g., strengths, assets, resiliency, accommodations)
&
>Promoting Full Development
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Lens # 3 = Engagement & Disengagement
Source of Motivation
Extrinsics Intrinsics Intrinsics/ Extrinsics
Engagement
InterventionConcerns
Disengagement(psychological
reactance)
Avoiding Over-reliance on Extrinsics,
Maximizing Intrinsic Motivation,
Minimizing Behavioral Control Strategies
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Engaging & Re-engaging Students in Classroom Learning
It’s time to pay greater attention to how schools
>maximize Intrinsic Motivation
>minimize Behavior Control Strategies
>re-engage Disconnected Students
>sustain Teacher Motivation
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Motivation,
and especially Intrinsic Motivation
are fundamental intervention
concerns related to student
(and staff) problems
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• First Concern – Enhancing understanding of intrinsic motivation as related to academic achievement and the achievement gap
• Second Concern – Reducing overemphasis on behavior/social control & enhancing appreciation of the impact of psychological reactance
• Third Concern – Re-engaging students who have become actively disengaged from classroom instruction
• Fourth Concern – Teacher motivation
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From the perspective provided by these three lenses, schools need to revisit their school improvement plans with an eye to what’s missing.
<><><><><><><><><><><>
Brief Activity
• Think about how your school improvement plan addresses students who do not come to school motivated and ready to learn.
• Using the three lenses, jot down what’s being done to:
(1) Address barriers to learning
(2) Re-engage disconnected students
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I. Why is a System of Learning Supports
Imperative for School Improvement? (cont.)
School Improvement Planning:
What’s Being Done &
What’s Missing?
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What we see around the country
Talk about fragmented!!!
Psychological Testing
Violence & Crime
Prevention
Special Education
After-School Programs
HIV/Aids PreventionPupil Services
District
Juvenile Court Services
Community-Based Organizations
Mental Health Services Social
Services
HIV/AIDS Services Child
Protective Services
Pregnancy Prevention
Counseling
Codes of Discipline
Physical Education
HealthEducation
Clinic
Health Services
Nutrition Education
School Lunch Program
Drug Prevention
Drug Services
Smoking Cessation For Staff
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Why the fragmentation?
Current situation at all levels in the educational systemwith respect to student/learning supports is that the efforts are
Marginalized in school improvementpolicy and practice
Fragmentation is one result and isn’t solved by focusing solely on improving coordination
Poor cost-effectiveness is another result (up to 25% of a school budget used in too limited and often redundant ways)
So is counterproductive competition for sparse resources (among school support staff and with community-based professionals who link with schools)
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Why the Marginalization?
How school improvement planning addresses barriersto learning and teaching
Direct Facilitation of Learning & Development
Instructional / Developmental Component
Management Component
Governance and Resource Management
Safe schools &
Some Student & Family Assistance
Besides offering a small amount of school-owned student "support” services, schools outreach to the community to add a few school-based / linked services.
• Clearly, there are some supports; what’s missing is a dedicated, unified, and comprehensive component focused on:
(1) addressing barriers to learning and teaching
AND
(2) re-engaging students who have become
disconnected from classroom instruction
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The missing component becomes evident when school improvement plans are analyzed with respect to what is planned for those students who do not come to school every day motivated and ready to learn.
40
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The need is to move from the prevailing two-component framework to a three-component framework in order to develop
a Comprehensive System of Learning Supports
Direct Facilitation of Learning & Development
Instructional/ Developmental Component
Management Component
Learning Supports Component
Addressing Barriers to Learning
Governance and Resource Management
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Governance and Resource Management (Management Component)
Unifying Policy & Practice for 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
>family engagement programs
>special education programs
>mandates stemming from the No Child Left Behind Act & other federal programs
Activity:
Discuss what you think teachers at your school would answer if asked what proportion of their students show up each day motivationally ready and able to do what the teacher has planned to teach that day.
Why are so many students not motivationally ready and able?
After your discussion, enjoy a break.
43
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With all the budget problems, We have to do everything on a shoestring.
\ Are you saying you
\ still have a shoestring?
/
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What’s the
community doing?
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AGENCY REFORM
Restructuring and Reforming
Community Health and Human Services
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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
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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
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It is important to remember that
Community Agency Reform is not the same thing as
Strengthening Communities
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• The major intent of agency reform is to restructure services to reduce fragmentation.
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• The major intent of agency reform is to restructure services to reduce fragmentation.
• The emphasis is mainly on interagency collaboration.
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• 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.
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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.
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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 -- Communities have many resources!
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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
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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
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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
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In the handout, material , we have put some key questions we hope you are thinking about at this point.
For discussion:
• What are the many external and internal barriers interfering with your students learning and your teachers teaching and how does all this affect your schools?
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Some matters that work against dealing
effectively with addressing barriers
to learning and teaching
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Next:
We turn to four fundamental, interrelated concerns involved in moving forward to develop
a Comprehensive
System of Learning Supports
Toward developing , implementing, & sustaining a unified and comprehensive component
Four Fundamental and Interrelated Concerns
Framing Interventions to Address
Barriers to Learning and Teaching into
Policy a Comprehensive System
Revision of Interventions
Rethinking
Developing Systemic Organizational &Change Mechanisms for Operational
Effective Implementation, Infrastructure
Sustainability, &
Replication to Scale
Also, counter the overemphasis on extrinsic reinforcers by reintroducing a focus on intrinsic motivation.
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We begin discussing thesefundamental concerns by
clarifying a way toframe interventions as
a comprehensive system for addressing barriers to
learning and teaching and re-engaging
disconnected students
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II. What is a System of Learning Supports?
Rethinking Intervention
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Overview• A Sequential Approach• Defining Learning Supports• Framing a Comprehensive System of
Learning Supports
>Continuum
>Content
>Major examples of intervention activity
in each content arena• Combined Continuum and Content Arenas
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Promoting learning & Healthy Development
plus
Prevention of Problems (System of Prevention) Intervening as early after onset of
problems as is feasible
(System of Early Intervention)
Specialized assistance for those with severe, pervasive, or chronic
problems (System of Care)
as necessary
as necessary
Needed: An Integrated Sequence of Interventions that Includes a Comprehensive System of Learning Supports
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Defining Learning Supports
Learning supports are the resources, strategies, and practices that provide physical, social, emotional, and intellectual supports to enable all pupils to have an equal opportunity for success at school by directly addressing barriers to learning and teaching and re-engaging disconnected students.
A comprehensive, multifaceted, and cohesive learning
supports system provides supportive interventions in
classrooms and school-wide and is fully integrated
with efforts to improve instruction and management
at a school.
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Framing a Comprehensive
System of Learning Supports to
Address Barriers to Learning
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Meeting the needs of all students requires
>promoting assets
>preventing problems &
>dealing with problems
And doing so in keeping with the principle of providing what is needed in the least disruptive and restrictive manner
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A system of learning supports
frames both an
intervention continuum
& delineated arenas of content
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Levels of Intervention Continuum—Interconnected Systems for Meeting the Needs of All Students:
One key Facet of a Learning Supports Component
Systems for PromotingHealthy Development &
Preventing Problemsprimary prevention – includes
universal interventions(low end need/low cost
per individual programs)
Systems of Early Interventionearly-after-onset – includes
selective & indicated interventions(moderate need, moderate
cost per individual)
Systems of Caretreatment/indicated
interventions for severe andchronic problems
(High end need/high costper individual programs)
School Resources (facilities, stakeholders, programs, services)
Community Resources (facilities, stakeholders, programs, services)
See examples See examples
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Categories of Basic Content Arenas for Learning Supports Intervention
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Categories of Basic Content Arenas for Learning Supports Intervention
Classroom-BasedApproaches to Enable Learning
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Categories of Basic Content Arenas for Learning Supports Intervention
Classroom-BasedApproaches to Enable Learning
Crisis/Emergency
Assistance &Prevention
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Categories of Basic Content Arenas for Learning Supports Intervention
Classroom-BasedApproaches to Enable Learning
Crisis/Emergency
Assistance &Prevention
Supportfor
Transitions
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Categories of Basic Content Arenas for Learning Supports Intervention
Classroom-BasedApproaches to Enable Learning
Crisis/Emergency
Assistance &Prevention
Supportfor
Transition
Home involvement &EngagementIn Schooling
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Categories of Basic Content Arenas for Learning Supports Intervention
Classroom-BasedApproaches to Enable Learning
Crisis/Emergency
Assistance &Prevention
Supportfor
Transition
Home involvement &tEngagementIn Schooling
Community Outreach
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Categories of Basic Content Arenas for Learning Supports Intervention
Classroom-BasedApproaches to Enable Learning
Crisis/Emergency
Assistance &Prevention
Supportfor
Transition
Home involvement &tEngagementIn Schooling
Student &
FamilyAssistanc
e
Community Outreach
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Categories of Basic Content Arenas for Learning Supports Intervention
Classroom-BasedApproaches to Enable Learning
Crisis/Emergency
Assistance &Prevention
Supportfor
Transition
Home involvement &tEngagementIn Schooling
Student &
FamilyAssistanc
e
Community Outreach
Infrastructure >leadership mechanisms
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Major Examples of Activity inEach of the Six Basic
Content Arenas
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Classroom-Based Enabling & Re-engaging Students in Classroom Learning
FOCUS:
Classroom based efforts to enable learning
• Prevent problems; intervene as soon as problems appear
• Enhance intrinsic motivation for learning
• Re-engage students who have become disengaged from classroom learning
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Classroom-Based Enabling (cont.)
EXAMPLES OF ACTIVITIES
• Opening the classroom door to bring in available supports
• Redesigning classroom approaches to enhance teacher capability to prevent and handle problems and reduce
need for out of class referrals
• Enhancing and personalizing professional development
• Curricular enrichment and adjunct programs
• Classroom and school-wide approaches used to create and maintain a caring and supportive climate
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Crisis Assistance and Prevention
FOCUS
School-wide and classroom-based efforts for
>responding to crises
>minimizing the impact of crises
>preventing crises
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Crisis Assistance and Prevention
EXAMPLES OF ACTIVITIES • Ensuring immediate assistance in emergencies so students can resume learning
• Providing Follow up care as necessary
• Forming a school-focused Crisis Team to formulate a response plan and take leadership for developing prevention programs
• Mobilizing staff, students, and families to anticipate response plans and recovery efforts
• Creating a caring and safe learning environment
•Working with neighborhood schools and community to integrate planning for response and prevention
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Support for Transitions
FOCUS
School-wide and classroom-based efforts to
>enhance acceptance and successful transitions
>prevent transition problems
>use transition periods to reduce alienation
>use transition periods to increase positive attitudes/motivation toward school and learning
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Support for Transitions
EXAMPLES OF ACTIVITIES
• Welcoming & social support programs for newcomers
• Daily transition programs (e.g., before/afterschool, lunch)
• Articulation programs
• Summer or intersession programs
• School-to-career/higher education
• Broad involvement of stakeholders in planning for transitions
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Home Involvement in Schooling
FOCUS
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
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Home Involvement in Schooling
EXAMPLES OF ACTIVITIES
• Addressing specific support and learning needs of family
• Improving mechanisms for communication & connecting school and home
• Involving homes in student decision making
• Enhancing home support for learning and development
• Recruiting families to strengthen school and community
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Community Outreach for Involvementand Support (including Volunteers)
FOCUS
Building linkages and collaborations to strengthen
students, schools, families, and neighborhoods
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Community Outreach for Involvementand Support (including Volunteers)
EXAMPLES OF ACTIVITIES
• Planning and Implementing Outreach to Recruit a Wide Range of Community Resources
• Systems to Recruit, Screen, Prepare, and Maintain Community Resource Involvement
• Reaching out to Students and Families Who Don't Come to School Regularly – Including Truants and Dropouts
• Connecting School and Community Efforts to Promote Child and Youth Development and a Sense of Community
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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 -- Communities have many resources!
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Student and Family Assistance
FOCUS
Specialized assistance provided through
personalized health and social service
programs
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Student and Family Assistance • Providing support as soon as a need is recognized and doing so in the least disruptive ways
• Referral interventions for students & families with problems • Enhancing access to direct interventions for health, mental health, and economic assistance
• Care monitoring, management, information sharing, and follow-up assessment to coordinate individual interventions and check whether referrals and services are adequate and effective
• Mechanisms for resource coordination and integration to avoid duplication, fill gaps, garner economies of scale, and enhance effectiveness • Enhancing stakeholder awareness of programs and services
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For more specific examples and mapping and analysis self study surveys for each arena, see the Center’s online resource aid:
Guide to resource mapping and
management to address barriers to
learning:
An intervention for systemic change
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Combined Continuum and Content Arenas
Levels of Intervention
Systems for Promoting Healthy Development & Preventing Problems
Systems for Early Intervention (Early after problem onset
Systems of Care
ContentArenas
Classroom-FocusedEnabling
Crisis/ EmergencyAssistance & Prevention
Support for transitionsHomeInvolvement in Schooling
CommunityOutreach/Volunteers
Student & Family Assistance
Activity: Mapping & Analyzing Learning Supports
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Systems for PromotingHealthy Development& Preventing Problems
Accommodations fordifferences & disabilities
Specialized Assistance & otherintensive interventions
Systems forEarly Intervention(early-afterproblem onset) Systems
of Care
(a)*
(b)*
(c)*
(d)*
(e)*
(f)*
System of Learning Supports is Designed to Produce a Declining Proportion of Students Needing Special Assistance
InterventionContent Arenas
(a) = Classroom-focused enabling; (b) = Support for transitions(c) = Home involvement in schooling; (d) = Community outreach/volunteers;(e) = Crisis/ emergency assistance and prevention; (f) = Student and family assistance
Levels
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The framework is meant to guide development of a comprehensive system of learning supports as a primary and essential component of school
improvement.
Reminder: Such an enabling component is meant to:
(1) address interfering factors
and
(2) re- engage students in classroom instruction
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What’s Missing?
Range of Learners
No barriers
BarriersTo
Learning,Developmen
t, Teaching
InstructionalComponent
ClassroomTeaching
+Enrichment
Activity
DesiredOutcomes
(High Expectations& Accountability)
(High Standards)
I = Motivationally ready and able
Not verymotivated/lackingprerequisite
II = skills/different rates& styles/minorvulnerabilities
III = Avoidant/very deficientin capabilities
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An Enabling or Learning Supports Component to Address Barriers and Re-engage Students in Classroom Instruction
Range of Learners
No barriers
BarriersTo
Learning,DevelopmentTeaching
InstructionalComponent
ClassroomTeaching
+Enrichment
Activity
DesiredOutcomes
(High Expectations& Accountability)
(High Standards)
I = Motivationally ready and able
Not verymotivated/lackingprerequisite
II = skills/different rates& styles/minorvulnerabilities
III = Avoidant/very deficientin capabilities
Enabling Component
(1) Addressing Interfering Factors
(2) Re-engaging Students in Classroom Instruction
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To Recap:
School improvement planning for developing a comprehensive system of learning supports to address barriers to learning and teaching requires:
(1) adoption of a umbrella framework that can unify current efforts
(2) expansion of the framework for school
accountability (to account for efforts to enhance social and personal functioning and address barriers to learning and teaching -- we will detail
this later)
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To Recap:
Combining a continuum of intervention with a discrete set of content arenas to establish a comprehensive framework to guide development of an enabling/learning supports component. The resulting matrix provides a mapping tool and a planning guide for developing a comprehensive set of learning supports.
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Activity Looking at schools you know:
How close are they to having a unified and comprehensive system of learning supports?
To answer this, many schools are using our Center’s tool for mapping & analyzing
Learning Supports – (It’s online as part of a toolkit of aids) Take a few minutes now to do a bit of mapping using this aid.