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RTI & Learning Supports: 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. 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
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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
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I. Urban Schools: Can Teachers Go it Alone?
A Big Picture View of Why They Shouldn’t be Asked to Do So
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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
in Urban Schools
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Lens #1 = All Students Not just some students–
ALL youngsters
are to have an equal
opportunity to succeed at school
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ALL Students as LearnersRange 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)
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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
EngagementInterventionConcerns
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
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
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In addressing barriers to learning &re-engaging disconnected students
Are Teachers Going it Alone?
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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
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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)
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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
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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.
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Some matters that work against dealing
effectively with addressing barriers
to learning and teaching
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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
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(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
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(2) Personalization is Fundamental to RTI and Goes Beyond Individualization
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B. Pursuing Response to Intervention
Sequentially and Effectively
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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
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
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Step 2. As necessary: Best special practices (special assistance, such as remediation, rehabilitation, treatment) are used differentially for minor and severe problems
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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
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Start
C. Understanding and Applying Intrinsic Motivation
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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.
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• 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.
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Can you translate the following formula?
E x V = M
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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.
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Translation:
Expectancy times value equals motivation
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• “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.
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Applying the paradigm:
Do the math.
E x V =0 x 1.0 =
What are the implications?
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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.
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Now, what about this?
E x V = 1.0 x 0 =
What are the implications?
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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.
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.
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!
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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."
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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.
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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.
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Appreciating Intrinsic Motivation
Think in terms ofMaximizing feelings of
>>Self-determination>>Competency>>Connectedness to others
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Think in terms ofMinimizing threats to feelings of:
>>Self-determination>>Competency>>Connectedness to others
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In particular:
minimize • strategies designed only for social control
and
maximize• options • choice• involvement in decision making
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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
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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!
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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.
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» 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.
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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.
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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.
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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.
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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.
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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.
.
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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
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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
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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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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 – 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
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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:
Resource mapping and management to address barriers to learning:
An intervention for systemic change
http://smhp.psych.ucla.edu/pdfdocs/resourcemapping/resourcemappingandmanagement.pdf
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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-FocusedEnablingCrisis/ EmergencyAssistance & Prevention
Support for transitionsHomeInvolvement in SchoolingCommunityOutreach/VolunteersStudent & Family Assistance
Activity: Mapping & Analyzing Learning Supports
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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 the Two Component Model Does to Teachers
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
What’s Missing?
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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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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
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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
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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
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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
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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
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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.
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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 DeweyUCLA