next: an overview of operational infrastructure considerations
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Next: An overview of operational infrastructure considerations. 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 - PowerPoint PPT PresentationTRANSCRIPT
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Next:
An overview of
operational infrastructure considerations
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
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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!
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Key Mechanisms for a Component
• Administrative Leader
• Staff Lead for Component
• Leadership Team & Workgroups
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What the student support infrastructure looks like at most schools
Instructional Component
Leadership
for instruction
Management/Governance
Component
(Various teams and Work groups focused on
Improving instruction)
SchoolImprovement
Team
Management/GovernanceLeadership
(Various teams and Work groups focused on
management & governance)
Moderate-Severe problems
Disabilityconcerns
Case-Oriented
Mechanisms
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Example of an Integrated Infrastructure at the School Level
Instructional Component
Leadership
for
Instruction
Management/Governance ComponentManagement/
GovernanceLeadership
SchoolImprovement
Team
Learning Supports or Enabling Component
Leadership for Student &
Learning Supports
Leadership
Team to develop
Component
Work GroupsFocused on
SystemDevelopment
Work GroupsFocused onIndividual Students
(Leadership Team & Work Groups)
(Leadership Team & Work Groups)
Moderate-Severe problems
Disabilityconcerns
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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)
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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
LeadershipTeam
LearningSupportsLeadershi
pTeam
LearningSupports
LeadershipTeam
LearningSupportsLeadershipTeam
LearningSupportsLeadershi
pTeam
LearningSupportsLeadershi
pTeam
Learning Supports
Council
School DistrictResources, Management,
& Governing Bodies
LearningSupports
LeadershipTeam
LearningSupports
LeadershipTeam
LearningSupports
LeadershipTeam
LearningSupports
LeadershipTeam
LearningSupports
LeadershipTeam
LearningSupports
LeadershipTeam
Learning Supports
Council
Community Resources,Management, & Governing Bodies
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Prototype for an Integrated Infrastructure at the District Level with Mechanisms for Learning Supports That Are Comparable to Those for Instruction
Leads, Leadership Team, and Work Groups
Focused on Governance/Management
Leads for Content Arenas
Work Groups for
Component Development
Instructional Component Leadership Team (e.g., component leader and
leads for all content areas)
Schools Improvement
Planning Team
Superintendent’s Cabinet
SuperintendentSubcommittees
Leads for Content Arenas
Work Groups for
Component Development
Learning Supports Leadership Team (e.g.,
component leader and leads for all six content arenas)
Board of Education
Leader for Instructional Component
(e.g., Assoc. Sup.)
Leader for Learning Supports
Component(e.g., Assoc. Sup.)
Leader for Management/ Governance Component (e.g., Assoc. Sup.)
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About the Leadership Team & Work Groups
for Developing thea
Learning Supports Component
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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.
(1) 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
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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 services and times available
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Learning Supports Component Leadership Team
What you also need is a Leadership Team to Developa Unified & Comprehensive System of Learning Supports
What you probably have is a Team Focused on Specific Individuals &
Discrete Services
Sometimes called:
Child/Student Study Team
Student Success Team
Student Assistance Team
Teacher Assistance Team
IEP Team
Possibly called:
Learning Supports Resource Team
Learning Supports Component Leadership Team
Learning Supports Component Development Team
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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
Team Focused on Specific Individuals &
Discrete Services
Core Team for Developing a Unified & Comprehensive System of Learning Supports
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Can you definecollaboration for me? \ \ \
Sure! Collaboration is an unnatural act between nonconsenting adults. /
About Developing an Effective School- Community Collaboration
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About Developing an Effective School-Community Collaborative
• Too often, what is described as a collaborative
amounts to little more than a monthly orquarterly meeting of a small and not
veryempowered group of stakeholders.
• The meeting involves sharing, discussion
of ideas, and expression of frustrations. Then,
everyone leaves and little is done between
meetings.
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• 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 fullunderstanding of where schools fit instrengthening the community and where
the community fits in strengthening the
school.
• And, the collaborative must establish aneffective infrastructure (remembering
thatstructure follows function).
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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”
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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
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Expanded Elements
steering group
standing work group for pursuing operationaldaily functions/tasks
collab. body
ad hoc work groupsstanding work groups for pursuing processfor pursuing programmatic functions/tasksfunctions/tasks
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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