Next: An overview of operational infrastructure considerations

2. Next: An overview of operational infrastructure considerations UCLA

3. II. What is a System of Learning Supports? (cont.)B. Reworking Infrastructure • Levels of Infrastructure Development • Key Mechanisms for a Component • What the infrastructure looks like at most schools • Prototype for an integrated infrastructure at a school • Connecting a Family of Schools (e.g., feeder pattern) • Prototype for a School District Infrastructure • About Developing a Learning Supports Leadership Team • About Effective School-community Infrastructure

4. Developing a Comprehensive System of Learning Supports (an Enabling Component) involves reworking the organizational and operational infrastructure for >schools >feeder patterns >districts (and departments of education) >school-community collaboratives >state departments and USDOE In reworking infrastructure, it is essential to remember Structure Follows Function! UCLA

5. Key Mechanisms for a Component • Administrative Leader • Staff Lead for Component • Leadership Team & Workgroups UCLA

6. What the student support infrastructure looks like at most schools Instructional Component Leadership for instruction School Improvement Team (Various teams and Work groups focused on Improving instruction) Moderate- Severe problems Management/Governance Component Disability concerns Management/ Governance Leadership Case- Oriented Mechanisms (Various teams and Work groups focused on management & governance)

7. Example of an Integrated Infrastructure at the School Level Instructional Component Learning Supports or Enabling Component Leadership for Instruction Leadership for Student & Learning Supports School Improvement Team (Leadership Team & Work Groups) Moderate- Severe problems Leadership Team to develop Component Management/Governance Component Disability concerns Management/ Governance Leadership Work Groups Focused on Individual Students Work Groups Focused on System Development (Leadership Team & Work Groups)

8. 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 Leadership Team • Facilitator for a Multi-site Resource Council At the district Level • 1-2 representatives from each Multi-site Resource Council • High Level District Administrator • School Board Subcommittee Chair (Comparable leadership at county, state, and federal levels) UCLA

9. Enhancing a System of Learning Supports: Connecting Resources Across a Family of Schools, a District, and Community-Wide Learning Supports Leadership Team Learning Supports Leadership Team High Schools Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadership Team Middle Schools Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadership Team Elementary Schools Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Leadership Team Learning Supports Council Learning Supports Council School District Resources, Management, & Governing Bodies Community Resources, Management, & Governing Bodies

10. 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 Superintendent’s Cabinet Leader for Learning Supports Component (e.g., Assoc. Sup.) Leader for Instructional Component (e.g., Assoc. Sup.) Schools Improvement Planning Team Learning Supports Leadership Team (e.g., component leader and leads for all six content arenas) Instructional Component Leadership Team (e.g., component leader and leads for all content areas) Leader for Management/ Governance Component (e.g., Assoc. Sup.) Leads for Content Arenas Work Groups for Component Development Leads for Content Arenas Work Groups for Component Development Leads, Leadership Team, and Work Groups Focused on Governance/Management

11. About the Leadership Team & Work Groups for Developing thea Learning Supports Component UCLA

12. First Step: Document Who’s 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 school’s Leadership Team for Developing the Learning Supports Component UCLA

13. Learning Supports Staff at a School* >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 servicesand times available UCLA

14. Learning Supports Component Leadership Team What you probably have is a Team Focused on Specific Individuals & Discrete Services What you also need is a Leadership Team to Develop a Unified & Comprehensive System of Learning Supports • Possibly called: • Learning Supports Resource Team • Learning Supports Component • Leadership Team • Learning Supports Component • Development Team • Sometimes called: • Child/Student Study Team • Student Success Team • Student Assistance Team • Teacher Assistance Team • IEP Team

15. Team Focused on Specific Individuals & Discrete Services Core Team for Developing a Unified & Comprehensive System of Learning Supports • EXAMPLES OF FUNCTIONS • triage • referral • case monitoring/management • case progress review • case reassessment • 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"

16. Can you define collaboration for me? \ \ \ Sure! Collaboration is an unnatural act between nonconsenting adults. / About Developing an Effective School- Community Collaboration UCLA

17. 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. UCLA

18. • 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). UCLA

19. About the Functions of a School-Community Collaborative > aggregating data from schools and neighborhood to analyze system needs > mapping resources (not just services) > analyzing resources > program & system planning/development > redeploying resources > enhancing resource use and seeking additional resources > coordinating-integrating resources > social “marketing” UCLA

20. About Collaborative Infrastructure Basic Elements Who should be at the table? steering group >families >schools >communities collab. ad hoc work groups Connect Collaboratives at All Levels body dy UCLA

21. 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 UCLA

22. 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 UCLA