UCLALeadership Institute

Addressing Barriers to Learning & Teaching and Re-engaging Disconnected Students

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We just missed the school bus. \ Dont worry. I heard the principal say \ no child will be left behind. /

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UCLAIn 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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UCLATopics to be CoveredI.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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UCLATopics

IV. Intrinsic Motivation: Engaging and Re-engaging Students, Families, & Staff

V. Whats 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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UCLAThe limited focus contributes to:High Student Dropout Rates

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UCLAThe limited focus contributes to:High Student Dropout RatesHigh Teacher Dropout Rates

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UCLAThe limited focus contributes to:High Student Dropout RatesHigh Teacher Dropout Rates Continuing Achievement Gap

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UCLAThe limited focus contributes to:High Student Dropout RatesHigh Teacher Dropout Rates Continuing Achievement GapSo Many Schools Designated as Low Performing

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UCLAThe limited focus contributes to:High Student Dropout RatesHigh Teacher Dropout Rates Continuing Achievement GapSo Many Schools Designated as Low PerformingHigh Stakes Testing Taking its Toll on Students

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UCLAThe limited focus contributes to:High Student Dropout RatesHigh Teacher Dropout Rates Continuing Achievement GapSo Many Schools Designated as Low PerformingHigh Stakes Testing Taking its Toll on Students Plateau Effect

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UCLASome 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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UCLASome 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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UCLAData from the National Assessment of Education Progress (NAEP) clearly shows the plateau effect related to academic achievement.

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UCLAThree Lenses for Viewing School Improvement Efforts

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UCLA Lens #1 = All Students Not some -- ALL youngsters

are to have an equal

opportunity to succeed at school

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*Lens #1 = ALL StudentsRange of Learners Motivationally ready and able

Not verymotivated/lackingprerequisite skills/different rates& styles/minorvulnerabilities

Avoidant/ very deficient in capabilities

UCLALens #2 = Barriers to Learning and School ImprovementRange of LearnersI = Motivationally ready and able

Not verymotivated/lackingprerequisiteII = skills/different rates& styles/minorvulnerabilities

III = Avoidant/very deficientin capabilitiesNo barriersBarriersToLearning,Development, TeachingInstructionalComponent

ClassroomTeaching+EnrichmentActivityDesiredOutcomes

(High Expectations& Accountability)(High Standards)

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For most students, its more aboutEnvironmental ConditionsNeighborhood Family School and Peersthan aboutIndividual 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

UCLAExamples of Environmental Conditionsextreme economic deprivationcommunity disorganization, including high levels of mobilityviolence, drugs, etc.minority and/or immigrant status

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UCLAExamples of Family Conditionschronic povertyconflict/disruptions/violencesubstance abusemodels problem behaviorabusive caretakinginadequate provision for quality child care

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UCLAExamples of School & Peer Conditionspoor quality schoolnegative encounters with teachersnegative encounters with peersinappropriate peer models

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UCLAExamples of Individual Conditionsmedical problemslow birth weight/neurodevelopmental delaypsychophysiological problemsdifficult temperament & adjustment problemsinadequate nutrition

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UCLACaution: Dont let anyonemisinterpret the term

>Barriers to learning It encompasses much more than a deficit model of students.

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UCLAAnd, 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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UCLALens # 3 = Engagement & Disengagement

Source of Motivation

Extrinsics Intrinsics Intrinsics/ Extrinsics

EngagementInterventionConcernsDisengagement(psychological reactance)

Avoiding Over-reliance on Extrinsics, Maximizing Intrinsic Motivation, Minimizing Behavioral Control Strategies

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UCLAEngaging & Re-engaging Students in Classroom Learning

Its 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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UCLAFirst 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 whats missing.

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Brief ActivityThink 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 whats being done to:(1) Address barriers to learning(2) Re-engage disconnected students

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UCLAI. Why is a System of Learning Supports Imperative for School Improvement? (cont.)School Improvement Planning:Whats Being Done & Whats Missing?

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UCLAWhat we see around the country

Talk about fragmented!!!

Psychological TestingViolence & Crime PreventionSpecial EducationAfter-School ProgramsHIV/Aids PreventionPupil ServicesDistrictJuvenile Court ServicesCommunity-Based OrganizationsMental Health ServicesSocial ServicesHIV/AIDS ServicesChild Protective ServicesPregnancy PreventionCounselingCodes of DisciplinePhysical EducationHealthEducationClinicHealth ServicesNutrition EducationSchool Lunch ProgramDrug PreventionDrug ServicesSmoking 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 isnt 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)

*Why the Marginalization?How school improvement planning addresses barriersto learning and teaching Direct Facilitation of Learning & DevelopmentInstructional / Developmental ComponentManagement ComponentGovernance and Resource ManagementSafe schools & Some Student & Family AssistanceBesides 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; whats 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.

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*The need is to move from the prevailing two-component