Addressing Barriers to Learning and Teaching to Enhance School Improvement

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Addressing Barriers to Learning and Teaching to
Enhance School Improvement
UCLA
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• About this Resource
• This is part of a set of 3 power point sessions.
  There is also a related 7 session set online. 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.

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• 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.

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Outline for the Session II

• Toward a Comprehensive System of Learning
  Supports
• A. How Does School Improvement Policy and
  Practice Need to be Expanded?
• B. What are the Implications for Framing a
  Comprehensive System for Addressing Barriers to
  Learning and Teaching?

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Toward a Comprehensive System of Learning
Supports
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Defining learning supports To accomplish the
essential public education goal of enabling all
students to have an equal opportunity for success
at school, research indicates the need for
developing a comprehensive, multifaceted, and
cohesive system of learning supports. Learning
supports are the resources, strategies, and
practices that provide physical, social,
emotional, and intellectual supports to directly
address barriers to learning and teaching and
re-engage disconnected students. A
comprehensive system of learning supports
provides supportive interventions in classrooms
and schoolwide and is fully integrated with
efforts to improve instruction and management at
a school.
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How Does School Improvement Policy and Practice
Need to be Expanded?
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Moving from a Two- to a Three-component
Framework for School Improvement
Current State of Affairs
Direct Facilitation of
Learning Development
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.
Instructional/ Developmental Component
Management Component
Governance and Resource Management
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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
Development
Addressing Barriers to Learning
Instructional/ Developmental Component
Learning Supports Component
Management Component
Governance and Resource Management
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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 gtpositive behavioral
supports gtprograms for safe and drug free
schools gtbi-lingual, cultural, and other
diversity programs gtcompensatory education
programs gtfamily engagement programs gtspecial
education programs gtmandates stemming from the
No Child Left Behind Act other federal
programs
Governance and Resource Management (Management
Component)
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Expanding the Framework for School Accountability
to Encompass an Enabling or Learning Supports
Component
High Standards for Academics
gtmeasures of cognitive achievements
High Standards for Learning/Development
Related to Social Personal Functioning
gtmeasures of engagement and social emotional
learning
Indicators of Positive Learning and
Development
"Community Report Cards" gtincreases
in positive indicators
gtdecreases in negative indicators
Benchmark Indicators of Progress in Addressing
Barriers (Re-)engaging Students in Classroom
Learning
High Standards for Enabling Learning and
Development gtmeasures of
effectiveness in addressing barriers, such as
gtincreased attendance family
involvement gtreduced tardies misbehavior and
bullying gtfewer inappropriate referrals for
specialized assistance special education
gtfewer suspensions dropouts
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What are the Implications for Framing a
Comprehensive System for Addressing Barriers to
Learning?
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Intervention Continuum Content
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A Continuum of Interconnected Systems for
Meeting the Needs of All Students One key Facet
of a Learning Supports Component
Systems for Promoting Healthy Development
Preventing Problems primary prevention
includes universal interventions (low end
need/low cost per individual programs)
School Resources (facilities, stakeholders,
programs, services)
Community Resources (facilities, stakeholders,
programs, services)
Systems of Early Intervention early-after-onset
includes selective indicated
interventions (moderate need, moderate cost per
individual)
Systems of Care treatment/indicated
interventions for severe and chronic
problems (High end need/high cost per individual
programs)
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Categories of Basic Content Arenas for Learning
Supports Intervention
Classroom-Based Approaches to Enable Learning
Crisis/ Emergency Assistance Prevention
Student Family Assistance
Infrastructure gtleadership gtresource-
oriented mechanisms
Support for Transition
Community Outreach
Home involvement t Engagement In Schooling
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Major Examples of Activity in Each 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 gtPrevent problems intervene as soon as
problems appear gtEnhance intrinsic motivation
for learning gtRe-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

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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
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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
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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
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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 gtresponding to crises gtminimizing the
impact of crises gtpreventing crises
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Crisis Assistance and Prevention
EXAMPLES OF ACTIVITIES Ensuring immediate
assistance in emergencies so students can
resume learning
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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
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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
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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
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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
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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 gtenhance acceptance and successful
transitions gtprevent transition problems gtuse
transition periods to reduce alienation gtuse
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
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Support for Transitions
EXAMPLES OF ACTIVITIES Welcoming social
support programs for newcomers Daily
transition programs (e.g., before/afterschool,
lunch)
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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
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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
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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
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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 gtstrengthening the home
situation gtenhancing problem solving
capabilities gtsupporting student development and
learning gtstrengthening school and community
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Home Involvement in Schooling
EXAMPLES OF ACTIVITIES Addressing specific
support and learning needs of family
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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
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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
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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
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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 Involvement and
Support (including Volunteers) FOCUS
Building linkages and collaborations to
strengthen students, schools, families, and
neighborhoods
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Community Outreach for Involvement and Support
(including Volunteers) EXAMPLES OF ACTIVITIES
Planning and Implementing Outreach to Recruit a
Wide Range of Community Resources
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Community Outreach for Involvement and 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
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Community Outreach for Involvement and 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
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Community Outreach for Involvement and 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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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
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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
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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
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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
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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
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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 Centers 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
Classroom-Focused Enabling
Crisis/ Emergency Assistance Prevention
Content Arenas
Support for transitions
Home Involvement in Schooling
Community Outreach/ Volunteers
Student Family Assistance
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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
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To Recap
A comprehensive framework to guide development of
an enabling/learning supports component combines
a continuum of intervention with a discrete set
of content arenas. The resulting matrix provides
a mapping tool and a planning guide for
developing a comprehensive set of learning
supports.
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Study Question
To what degree does the current policy and
practice framework for student/learning supports
marginalize the work and contribute to ad hoc and
fragmented planning and development?
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Next Time A discussion of next steps to
enhance school improvement planning for
developing a comprehensive system for
addressing barriers to learning teaching