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A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students

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Title: A Graphic Overview Enhancing School Improvement: Addressing Barriers to Learning and Re-engaging Students


1
A Graphic Overview Enhancing School
Improvement Addressing Barriers to Learning and
Re-engaging Students
2
  • About this Resource
  • This is part of a set of 7 power point sessions.
    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.

3
  • 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.

4
Session Topics
  • I. Why is a System of Learning Supports
    Imperative for School Improvement?
  • II. What is a System of Learning Supports?
  • An intervention perspective
  • III. What is a System of Learning Supports?
  • An infrastructure perspective

5
Session Topics
  • IV. What is a System of Learning Supports?
  • A policy perspective
  • V. Whats Involved in Getting from Here to There?
  • VI. Engaging and Re-engaging Students with an
    Emphasis on Intrinsic Motivation
  • VII. Concluding Comments

6
  • Session III
  • What is a System of Learning Supports?
  • An infrastructure perspective

7
  • Topics Covered
  • gtLevels for Infrastructure Development
  • gtKey Mechanisms for a Component
  • gtWhat the infrastructure look like at most
    schools
  • gtExample of an Integrated Infrastructure at the
    School Level
  • gtConnecting the Feeder Pattern
  • gtSchool District Infrastructure
  • gtDeveloping a Learning Supports Resource Team
  • gt About an Effective School-Community
    Collaborative

8
Developing a Comprehensive System of Learning
Supports (an Enabling Component) involves
reworking the organizational and operational
infrastructure for gtschools gtfeeder
patterns gtdistricts (and departments of
education) gtschool-community
collaboratives gtstate departments and
USDOE In reworking infrastructure, it is
essential to remember Structure Follows
Function!
9
Key Mechanisms for a Component Administrative
Leader Staff Lead for Component Staff
Workgroups
10
What the student support infrastructure look
like at most schools
Instructional Component
Leadership for instruction
School Improvement Team
(Various teams and Work groups focused
on Improving instruction)
moderate problems
Management/Governance
Component
severe problems
Management/ Governance/ Administrator
Case- Oriented Mechanisms
(Various teams and Work groups focused
on management governance)
11
School Mechanisms for an Enabling or Learning
Supports Component
gtAdministrative Leader (e.g., 50 FTE
devoted to component) gtStaff Lead for
Component gtStaff Workgroups A key
infrastructure mechanism for ensuring
continuous analysis, planning, development,
evaluation and advocacy is a Learning
Supports Resource Team
12
Example of an Integrated Infrastructure at the
School Level
Instructional Component
Learning Supports or Enabling Component
Leadership for Learning Supports
Leadership for instruction
School Improvement Team
Learning Supports Resource Team
moderate problems
Management/Governance
Component
Management/ Governance Administrator
severe problems
Work Groups
Case- Oriented Mechanisms
Resource- Oriented Mechanisms
13
Leadership Beyond the School for Enhancing a
System of Learning Supports For a family of
schools (e.g., feeder pattern) 1-2
representatives from each School-Based Resource
Team Facilitator for a Multi-site Resource
Council At the district Level 1-2
representatives from each Complex Resource
Council High Level District Administrator
School Board Subcommittee Chair (Comparable
leadership at county, state, and federal levels)
14
  • Enhancing a System of Learning Supports
  • Connecting Resources Across a Family of Schools,
  • a District, and Community-Wide

Learning Supports Resource Team
Learning Supports Resource Team
High Schools
Learning Supports Resource Team
Learning Supports Resource Team
Learning Supports Resource Team
Learning Supports Resource Team
Middle Schools
Learning Supports Resource Team
Learning Supports Resource Team
Learning Supports Resource Team
Elementary Schools
Learning Supports Resource Team
Learning Supports Resource Team
Learning Supports Resource Team
Learning Supports Resource Council
Learning Supports Resource Council
School District Resources, Management,
Governing Bodies
Community Resources, Management, Governing
Bodies
15
Prototype for an Integrated Infrastructure at the
District Level with Mechanisms for Learning
Supports That Are Comparable to Those for
Instruction
Board of Education
Superintendent
Subcommittees
Superintendents Cabinet
Leader for Learning Supports Component (e.g.,
assoc.sup.)
Leader for Instructional Component (e.g.,
assoc.sup.)
Schools Improving Planning Team
Learning supports Cabinet (e.g., component leader
and leads for all six content arenas)
Instructional Component Cabinet (e.g., component
leader and leads for all content areas
Leader for Management Governance Component (e.g.,
Assoc. Sup.)
Leads for Content Arenas Content Arena Work
Groups
Leads for Content Arenas2 Content Arena Work
Groups
Leads, Teams, and Work Groups Focused on
Governance/Management
16
Assign Leadership and Develop a Learning Supports
Resource Team
17
Whos at a School?
  • Often, schools have not generated a map of the
  • staff who are trying to address barriers to
    learning
  • and teaching.
  • Adapt the following list to fit a specific
    school
  • and then fill in names, what they do, and when.
  • (2) Share the final version with teachers,
    parents,
  • and other concerned stakeholders.
  • The staff listed are all potentially invaluable
    members
  • of a schools Learning Supports Resource Team

18
Learning Supports Staff at a School
gtAdministrative Leader for Learning
Supports gtSchool Psychologist gtSchool
Nurse gtPupil Services Attendance Counselor
gtSocial Worker gtCounselors gtDropout
Prevention Program Coordinator
gtTitle I and Bilingual Coordinators gtResource
and Special Education Teachers Other
important resources gtSchool-based Crisis
Team Members gtSchool Improvement Program
Planners gtCommunity Resources
Such a list should include a brief description
of programs and services and times available
19
A Learning Support Resource Team Schools say
We already have a team But is it
Resource-oriented?
What you also need is a a
Resource-Oriented Team (Focused
on all students and the resources, programs, and
systems to address barriers to learning promote
healthy development)
What you probably have is a
Case-Oriented Team (Focused on
specific individuals and discrete
services)
20
A Resource-oriented Team
A Case-oriented Team
Possibly called gtResource
Coordinating Team gtResource Coordinating
Council gtSchool Support Resource Team gtLearning
Support Resource Team
Sometimes called gtChild/Student Study
Team gtStudent Success Team gtStudent Assistance
Team gtTeacher Assistance Team gtIEP Team

21
A Resource-oriented Team
A Case-oriented Team
EXAMPLES OF
FUNCTIONS gtaggregating data across students
from teachers to analyze school
needs gtmapping resources gtanalyzing resources
gtenhancing resources gtprogram and system
planning/development gtredeploying resources
gtcoordinating-integrating resources gtsocial
"marketing"
EXAMPLES OF FUNCTIONS gttriage gtre
ferral gtcase monitoring/management gtcase progress
review gtcase reassessment
22
Can you define collaboration for me?
\ \ \
Sure! Collaboration is an unnatural act between
nonconsenting adults.
/
23
About Developing an Effective School-Community
Collaborative Too often, what is described as
a collaborative amounts to little more than a
monthly or quarterly meeting of a small and not
very empowered group of stakeholders. The
meeting involves sharing, discussion of ideas,
and expression of frustrations. Then, everyone
leaves and little is done between meetings.
24
Collaboration is not about meeting. It is
about pursuing specific functions and
accomplishing essential tasks. For a
school-community collaborative to be meaningful,
it must be organized with full understanding of
where schools fit in strengthening the community
and where the community fits in strengthening
the school. And, the collaborative must
establish an effective infrastructure
(remembering that structure follows function).
25
About the Functions of a School-Community
Collaborative gt aggregating data from schools
and neighborhood to analyze system needs
26
About the Functions of a School-Community
Collaborative gt aggregating data from schools
and neighborhood to analyze system
needs gt mapping resources (not just services)
27
About the Functions of a School-Community
Collaborative gt aggregating data from schools
and neighborhood to analyze system
needs gt mapping resources (not just
services) gt analyzing resources
28
About the Functions of a School-Community
Collaborative gt aggregating data from schools
and neighborhood to analyze system
needs gt mapping resources (not just
services) gt analyzing resources gt program
system planning/development
29
About the Functions of a School-Community
Collaborative gt aggregating data from schools
and neighborhood to analyze system
needs gt mapping resources (not just
services) gt analyzing resources gt program
system planning/development gt redeploying
resources
30
About the Functions of a School-Community
Collaborative gt aggregating data from schools
and neighborhood to analyze system
needs gt mapping resources (not just
services) gt analyzing resources gt program
system planning/development gt redeploying
resources gt enhancing resource use and seeking
additional resources
31
About the Functions of a School-Community
Collaborative gt aggregating data from schools
and neighborhood to analyze system
needs gt mapping resources (not just
services) gt analyzing resources gt program
system planning/development gt redeploying
resources gt enhancing resource use and seeking
additional resources gt coordinating-integratin
g resources
32
About the Functions of a School-Community
Collaborative gt aggregating data from schools
and neighborhood to analyze system
needs gt mapping resources (not just
services) gt analyzing resources gt program
system planning/development gt redeploying
resources gt enhancing resource use and seeking
additional resources gt coordinating-integratin
g resources gt social marketing
33
About Collaborative Infrastructure Basic
Elements Who should be at the table?
steering gtfamilies group
gtschools gtcommunities collab.
body ad hoc work groups
Connect Collaboratives at All Levels
34
Expanded Elements
steering group standing
work group for pursuing operational daily
functions/tasks collab.
body ad hoc work
groups standing work groups for
pursuing process for pursuing programmatic
functions/tasks functions/tasks
35
To Recap Operational infrastructure at all
levels needs to be reworked to effectively
plan, develop, and implement a comprehensive
system of learning supports Current school
improvement guidelines provide opportunities to
expand planning to focus on development of a
comprehensive system of learning
supports Planning means little if there is no
dedicated leadership and workgroup mechanisms
to carry out the work on a regular basis
36
Study Question
What changes in current operational
infrastructure would enhance efforts to develop a
comprehensive system of learning supports?
37
Activity Looking at the schools you know
What Does the Operational Infrastructure Look
Like? In thinking about this, see the tool
entitled Infrastructure Is What We Have What
We Need? Online at
http//smhp.psych.ucla.edu/summit2002/tool20infra
structure.pdf
38
Some Relevant References Resources
  • gtFrameworks for Systemic Transformation of
    Student and Learning Supports
    http//smhp.psych.ucla.edu/pdfdocs/systemic/framew
    orksforsystemictransformation.pdf
  • gtInfrastructure for Learning Supports at
    District, Regional, and State Offices
    http//smhp.psych.ucla.edu/pdfdocs/studentsupport/
    toolkit/aidk.pdf
  • gtDeveloping Resource-Oriented Mechanisms to
    Enhance Learning Supports http//smhp.psych.ucla.e
    du/pdfdocs/contedu/developing_resource_oriented-me
    chanisms.pdf
  • gtThe School Leader's Guide to Student Learning
    Supports New Directions for Addressing Barriers
    to Learning http//www.corwinpress.com/book.as
    px?pid11343

39
Next A policy perspective
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