We just missed the school bus. \ Don’t worry. I heard the principal say

transcript

RTI & Learning Supports: Addressing Barriers to Learning

& Teaching and Re-engaging Disconnected Students

\ no child will be left behind. /

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.

Topics to be Covered

I. Urban Schools: Can Teachers Go it Alone?A Big Picture View of Why They Shouldn’t Be Asked to Do So

II. What Teachers Can Do to Enable Learning

Topics In discussing what teachers can do to enable learning, we will emphasize:

(A) Using Response to Intervention as an Opportunity to Work With Others

(B) Pursuing Response to Intervention Sequentially and Effectively

(C) Understanding and Applying Intrinsic Motivation

(D)Pursuing Teaching as One Strategy in a Comprehensive System of Student and Learning Supports

I. Urban Schools: Can Teachers Go it Alone?

A Big Picture View of Why They Shouldn’t be Asked to Do So

<><><><><><><><><>

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.

<><><><><><><><><>

The limited focus contributes to:– High Student Dropout Rates

The limited focus contributes to:– High Student Dropout Rates– High Teacher Dropout Rates

The limited focus contributes to:– High Student Dropout Rates– High Teacher Dropout Rates – Continuing Achievement Gap

The limited focus contributes to:– High Student Dropout Rates– High Teacher Dropout Rates – Continuing Achievement Gap– So Many Schools Designated as Low

Performing

Performing– High Stakes Testing Taking its Toll on

Students

Performing– High Stakes Testing Taking its Toll on

Students – Plateau Effect

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.

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.”

Data from the National Assessment of Education Progress (NAEP) clearly shows the plateau effect

related to academic achievement.

Three Lenses for Viewing School Improvement Efforts

in Urban Schools

Lens #1 = All Students Not just some students–

ALL youngsters

are to have an equal

opportunity to succeed at school

ALL Students as LearnersRange of Learners

Motivationally ready and able

Not verymotivated/lackingprerequisite

skills/different rates& styles/minorvulnerabilities

Avoidant/ very deficient in capabilities

Lens #2 = Barriers to Learning and School Improvement

Range of Learners

I = Motivationally ready and able

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)

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 –

Examples of Environmental Conditions

• extreme economic deprivation• community disorganization, including

high levels of mobility• violence, drugs, etc.• minority and/or immigrant status

Examples of Family Conditions

• chronic poverty• conflict/disruptions/violence• substance abuse• models problem behavior• abusive caretaking• inadequate provision for quality child care

Examples of School & Peer Conditions

• poor quality school• negative encounters with teachers• negative encounters with peers• inappropriate peer models

Examples of Individual Conditions

• medical problems• low birth weight/neurodevelopmental delay• psychophysiological problems• difficult temperament & adjustment problems• inadequate nutrition

Caution: Don’t let anyonemisinterpret the term

>Barriers to learning It encompasses much more than a

deficit model of students.

And, it is part of a holistic approach that emphasizes the importance of

>Protective Buffers

(e.g., strengths, assets, resiliency, accommodations)

>Promoting Full Development

Lens # 3 = Engagement & Disengagement

Source of Motivation

Extrinsics Intrinsics Intrinsics/ Extrinsics

EngagementInterventionConcerns

Disengagement(psychological

reactance)

Avoiding Over-reliance on Extrinsics,

Maximizing Intrinsic Motivation,

Minimizing Behavioral Control Strategies

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

Brief Activity

Picture students who do not come to school motivated and ready to learn.

Then,• Using the three lenses, jot down what you think

urban schools are doing to:

(1) Address barriers to learning(2) Re-engage disconnected students

In addressing barriers to learning &re-engaging disconnected students

Are Teachers Going it Alone?

What we see around the country

Student & Learning Supports

Psychological Testing

Violence & Crime

Prevention

Special Education

After-School Programs

HIV/Aids PreventionPupil Services

DistrictJuvenile 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

The Problems with Student & Learning SupportsCurrent situation at all levels in the educational system

with respect to student/learning supports is that the efforts areMarginalized in school improvement

policy and practice.This leads to:

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)

Why the Marginalization?

How school improvement policy and practice addresses barriers to 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 directly focused on:

(1) addressing barriers to learning & teachingAND

(2) re-engaging students who have become disconnected from classroom instruction

Governance and Resource Management (Management Component)

The need is to move from the prevailing two-component framework to a three-component framework in order to develop a

Unified and Comprehensive System of Learning Supports

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 urban

schools 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.

Then, discuss:Why are so many students not

motivationally ready and able?

After your discussion, enjoy a break.

Some matters that work against dealing

effectively with addressing barriers

to learning and teaching

II. What Teachers Can Do to Enable Learning

A. Use Response to Intervention as an Opportunity to Work With Others

B. Pursue Response to Intervention Sequentially and Effectively

C. Understand and Apply Intrinsic Motivation

D. Pursue Teaching as One Strategy in a Comprehensive System of Student and Learning Supports

A. Using Response to Intervention as an

Opportunity to Work With Others

(1) Using RTI to Enable Learning

– What is a Broadened View of RTI?

– Inviting Assistance into the Classroom

– Promoting a Positive School and Classroom Climate

– Redesigning Classroom Strategies

(2) Personalization is Fundamental to RTI and Goes Beyond Individualization

B. Pursuing Response to Intervention

Sequentially and Effectively

Promoting learning & Healthy Development

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

Needed: An Integrated Sequence of Interventions that Includes a Comprehensive System of Learning Supports

Instruction Sequence and Levels for RTI

Step 1. Personalizing Instruction Add Step 2 as necessary

Step 2. Special assistance* >for students who continue to have problems; >maintained only as long as needed

Step 2. As necessary: Best special practices (special assistance, such as remediation, rehabilitation, treatment) are used differentially for minor and severe problems

Level A FocusInterventions that observable factors for performing

Level B FocusInterventions that address prerequisite factors

Level C FocusInterventions that address underlying factors

If Needs Are minor

If necessary move to Level B

If necessary and for those with severe and chronic problems,move to Level C

As soon as feasible, move to Level B

As soon as feasible, Move back to Level A

Activity

C. Understanding and Applying Intrinsic Motivation

I don’t want to go to school. It’s too hard and the kids don’t like me. \ That’s too bad,

\ but you have to go – \ you’re the teacher!

Intrinsic motivation is a fundamental concern in every classroom.

• Understanding intrinsic motivation clarifies how essential it is to avoid processes that

>limit options,

>make students feel controlled and coerced, and

>tend to focus mainly on “remedying” problems.

• Overreliance on extrinsic motivation risks producing avoidance reactions in the classroom and to school.

This can reduce opportunities for positive learning and for development of positive attitudes.

• Over time, the result is that too many students disengage from classroom learning (and misbehave).

• Practices for preventing disengagement and efforts to re-engage disconnected students (families, staff) require minimizing conditions that negatively affect intrinsic motivation and maximizing those that enhance it.

Can you translate the following formula?

E x V = M

If the equation stumped you, don't be surprised.

The main introduction to motivational thinking that many people have been given in the past involves some form of reinforcement theory (which essentially deals with extrinsic motivation).

Thus, all this may be new to you, even though motivational theorists have been wrestling with it for a long time, and intuitively, you probably understand much of what they are talking about.

Translation:

Expectancy times value equals motivation

• “E” represents an individual's expectations about outcome (in school this often means expectations of success or failure).

• “V” represents valuing, with valuing influenced by both what is valued intrinsically and extrinsically.

Thus, in a general sense, motivation can be thought of in terms of expectancy times valuing.

Applying the paradigm:

Do the math.

E x V =0 x 1.0 =

What are the implications?

Within some limits (which we need not discuss here),

low expectations (E) and high valuing (V) produce relatively weak motivation.

I know I won’t be able to do it.

Now, what about this?

E x V = 1.0 x 0 =

What are the implications?

High expectations paired with low valuing also yield low approach motivation.

Thus, the oft-cited remedial strategy of guaranteeing success by designing tasks to be

very easy is not as simple a recipe as it sounds.

Indeed, the approach is likely to fail if the outcome is not valued or if the tasks are

experienced as too boring or if doing them is seen as too embarrassing.

In such cases, a strong negative value is attached to the activities, and this contributes

to avoidance motivation.

It’s not worth doing!

Two common reasons people give for not bothering to learn something are

“It's not worth it"

"I know I won't be able to do it."

Discussion of valuing and expectations emphasizes that

motivation is not something that can be determined solely by forces outside the individual.

Any of us can plan activities and outcomes we think will enhance engagement (and learning) But …

how the activities and outcomes are experienced

determines whether they are pursued (or avoided) with a little or a lot of effort and ability.

Understanding that an individual's

perceptions can affect motivation

has led researchers to important findings

About some undesired effects resulting

from over-reliance on extrinsics.

Appreciating Intrinsic Motivation

Think in terms ofMaximizing feelings of

>>Self-determination>>Competency>>Connectedness to others

Think in terms ofMinimizing threats to feelings of:

>>Self-determination>>Competency>>Connectedness to others

In particular:

minimize • strategies designed only for social control

maximize• options • choice• involvement in decision making

Some Guidelines for Strategies that Capture An Understanding of Intrinsic Motivation

• minimize coercive social control interactions • maximize students’ desire and ability to share their perceptions readily (to enter into dialogues with the adults at school) • emphasize real life interests and needs• stress real options and choices and a meaningful

role in decision making• provide enrichment opportunities (and be sure not

to withhold them as punishment)• provide a continuum of structure

About Psychological Reactance and Misbehavior

It is particularly important to minimize the heavy emphasis on social control and coercive procedures!!!!

If you didn’t make so many rules, there wouldn’t be so many for me to break!

Social control and coercion lead most of us to react overtly or covertly

You can’t do that …You must do this …

Oh, you think so!

This is called Psychological Reactance.

» When people perceive their freedom is threatened, they experience psychological reactance, which motivates them to act in ways that can restore the threatened sense of freedom.

» With prolonged denial of freedom, reactance diminishes and people become amotivated –

feeling helpless and ineffective.

About School Engagement & Re-engagement

A growing research literature is addressing these matters.

GOSH MS. THOMPSON, I WAS READY TO LEARN MATH YESTERDAY. TODAY I’M READY

TO LEARN TO READ.

Engagement is defined in

three ways

in the research literature:*

*From: “School Engagement: Potential of the Concept, State of the Evidence” (2004) by J. Fredricks, P. Blumenfeld, & A. Paris. Review of Educational Research, 74, 59-109.

Behavioral engagement

Draws on the idea of participation;

it includes involvement in academic and social or extracurricular activities and is considered crucial for achieving positive academic outcomes and preventing dropping out.

Emotional engagement

Encompasses positive and negative reactions to teachers, classmates, academics, and school

… is presumed to create ties to an institution and influence willingness to do the work.

Cognitive engagement

Draws on the idea of investment;

it incorporates thoughtfulness and willingness to exert the effort necessary to comprehend complex ideas and master difficult skills.

Activity

(1) Discuss what factors seem related to students who become disengaged from school learning.

(2) List out ways to help prevent suchdisengagement.

Working with Disengaged Students

Four general strategies

See Handout for this and some references for learning more about all this.

I suspect that many childrenwould learn arithmetic,

and learn it better, f it were illegal.

John Holt

Activity for the future at a school

Discuss which classroom and school practices seem to

(1) threaten feelings of >competence >self-determination

>relatedness to staff and peers

(2) enhance such feelings

D. Pursuing Teaching as One Strategy in a Comprehensive System of Student and Learning Supports

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.

Framing a Comprehensive

System of Learning Supports to

Address Barriers to Learning

A system of learning supports

frames both an

intervention continuum

& delineated arenas of content

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

Categories of Basic Content Arenas for Learning Supports Intervention

Classroom-BasedApproaches to Enable Learning

Crisis/Emergency

Assistance &Prevention

Crisis/Emergency

Supportfor

Transitions

Crisis/Emergency

Supportfor

Transition

Home involvement &EngagementIn Schooling

Crisis/Emergency

Supportfor

Transition

Home involvement &tEngagementIn Schooling

Community Outreach

Crisis/Emergency

Supportfor

Transition

Student &

FamilyAssistanc

Community Outreach

Crisis/Emergency

Supportfor

Transition

Student &

FamilyAssistanc

Community Outreach

Infrastructure >leadership mechanisms

Major Examples of Activity inEach of the Six Basic

Content Arenas

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

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

Crisis Assistance and Prevention

School-wide and classroom-based efforts for

>responding to crises

>minimizing the impact of crises

>preventing crises

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

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

Support for Transitions

• 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

Home Involvement in Schooling

School-wide & classroom-based efforts to engage the home in

>strengthening the home situation

>enhancing problem solving capabilities

>supporting student development and learning

>strengthening school and community

Home Involvement in Schooling

• 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

Community Outreach for Involvementand Support (including Volunteers)

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

Community Outreach for Involvementand Support (including Volunteers)

• 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

School

Police Day care Center

Faith-based Institutions

Higher Education Institutions

Local Residents

Businesses

Restaurants

Health & Social Services AgenciesCommunity

Based Orgs.; Civic Assn.

Artist & Cultural

Institutions

Library

Senior Citizens

From Kretzmann & McKnight -- Communities have many resources!

Student and Family Assistance

Specialized assistance provided through personalized health and social service

programs

Student and Family Assistance – Examples

• 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

For more specific examples and mapping and analysis self study surveys for each arena, see the Center’s online resource aid:

Resource mapping and management to address barriers to learning:

An intervention for systemic change

http://smhp.psych.ucla.edu/pdfdocs/resourcemapping/resourcemappingandmanagement.pdf

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-FocusedEnablingCrisis/ EmergencyAssistance & Prevention

Support for transitionsHomeInvolvement in SchoolingCommunityOutreach/VolunteersStudent & Family Assistance

Activity: Mapping & Analyzing Learning Supports

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

(2) re- engage students in classroom instruction

What the Two Component Model Does to Teachers

Range of Learners

No barriers

BarriersTo

Learning,Developmen

t, Teaching

ClassroomTeaching

+Enrichment

Activity

DesiredOutcomes

(High Standards)

What’s Missing?

An Enabling or Learning Supports Component to Address Barriers and Re-engage Students in Classroom Instruction

Range of Learners

No barriers

BarriersTo

Learning,DevelopmentTeaching

ClassroomTeaching

+Enrichment

Activity

DesiredOutcomes

(High Standards)

Enabling Component

(1) Addressing Interfering Factors

(2) Re-engaging Students in Classroom Instruction

Identifying Staff at a School Involved with Learning Supports*

Administrative Leader for Learning Supports

School Psychologist

School Nurse

Pupil Services & Attendance Counselor Social Worker

Counselors

Dropout Prevention Program Coordinator

Title I and Bilingual Coordinators Resource and Special Education Teachers

Other important resources:

School-based Crisis Team Members

School Improvement Program Planners

Community Resources

*Such a list should include a brief description of programs and services and times available

Working together to Develop the System: A Learning Support Leadership Team

What you also need is aLeadership Team for Developing a Unified & Comprehensive System of Learning Supports(Focused on all students and the resources, programs, and systems to address barriers to learning and promote healthy development)

What you probably have is a Case-Oriented Team (Focused on specific individuals and discrete services)

Sometimes called:

Child/Student Study Team

Student Success Team

Student Assistance Team

Teacher Assistance Team

IEP Team

Possibly called:

Learning Supports Leadership Team

Learning Supports Resource Team

Learning Supports Development Team

Learning Support Component Team

A Resource-Oriented Team EXAMPLES OF FUNCTIONS

aggregating data across students and from teachers to analyze school needs mapping resources analyzing resources enhancing resources program and system planning/development redeploying resources coordinating-integrating resources social "marketing"

EXAMPLES OF FUNCTIONS

triage referral case monitoring/management case progress review case reassessment

A Case-Oriented Team

Enhancing a System of Learning Supports:Connecting Resources Across a Family of Schools,

a District, and Community-Wide

HighSchools

MiddleSchools

ElementarySchools

LearningSupports

Leadership Team

LearningSupportsLeadershi

p Team

LearningSupports

Leadership Team

LearningSupports

Leadership Team

LearningSupportsLeadeshi

p Team

LearningSupportsLeadershi

p Team

Learning SupportsLeadership Council

School DistrictResources, Management,

& Governing Bodies

LearningSupports

Leadership Team

LearningSupports

Leadership Team

LearningSupports

Leadership Team

LearningSupports

Leadership Team

LearningSupports

Leadership Team

LearningSupports

Leadership Team

Learning SupportsLeadership Council

Community Resources,Management, & Governing Bodies

To Recap: Here are six steps we recommend to teachers concerned

with enhancing equity of opportunity for students:

(1) Rethink assistance and support in the classroom

(2) Understand that positive classroom and schoolwide climate emerge from both good instruction and a potent approach to learning supports

(3) Aim at increasingly personalizing instruction and student and learning supports

Work with colleagues, volunteers, and other stakeholders to

(4) Ensure a continuum of interventions and use a sequential approach in assessing responses to intervention

(5) Extend ways to accommodate differences/disabilities

(6) Expand school improvement plans to include development of a comprehensive system of student and learning supports

Write down one question and/or comment

We will answer as many as we can and take the rest away and send back

some response to the class.

And remember you can always contact our Center to access resources & TA.

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 DeweyUCLA

We just missed the school bus. \ Don’t worry. I heard the principal say

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