Learning Supports. Barriers to Learning Learning Supports Successful in School Core Instruction...
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Transcript of Learning Supports. Barriers to Learning Learning Supports Successful in School Core Instruction...
Learning Supports
Barriers to
Learning
Learning Learning SupportsSupports
Successful in School
Core InstructionRange of Learners
= Motivationally ready & able to learn
1
2 =
Encounter some barriers and may be lacking prerequisite knowledge & skills
3 =
Encounter complex and intensive barriers to learning
1. Supplements to Instruction
2. Family Supports and Involvement
3. Community Partnerships
4. Safe, Healthy, and Caring Environments
5. Transitions
6. Child/Youth Engagement
Barriers to
Learning
Learning Learning SupportsSupports
Successful in School
Core InstructionRange of Learners
= Motivationally ready & able to learn
1
2 =
Encounter some barriers and may be lacking prerequisite knowledge & skills
3 =
Encounter complex and intensive barriers to learning
Focusing solely on instruction will not
help students in groups 2 & 3 succeed
A continuum of core, supplemental, and intensive support services which create and maintain safe and respectful environments in which: Teachers can teach Students can learn Parents and community partners can contribute Successful social, emotional, behavioral, and
learning outcomes are achieved
Learning Supports
District Team has been working this year to develop a systematic approach for addressing barriers to learning.
The current referral and follow-up process is fragmented and varies from building to building.
This fragmentation makes it difficult for stakeholders to consistently access supports, so that all students have equal access to supports.
Adelman and Taylor’s resource mapping process.
This work will help answer the third PLC question: “What do we do if they aren’t learning / or if they already have learned it?”
A long-term goal would be to determine the impact of this process on student learning as measured by attendance data, student achievement data, suspension data, grades, etc.
Learning Supports Background Information
Objectives: To develop (and implement during the 2009-2010 school year) a
district-wide standard operating procedure that can used by any district stakeholder to address concerns that they have about a student.
Improve efficiency of existing processes by improving flow and reducing waste.
Remove non-value added steps in existing processes. Ensure that we utilize the tools we have effectively.
To determine methods that will measure the effectiveness of this referral process.
To clarify the roles and functions of team members.
Goal = To implement the process in 100% of our buildings during the 2009-2010 school year.
KaizenObjectives & Goal
Using research based focus from the State with 6 content areas of Support- Dovetail with existing tools- Updating to new system district-wide
Referral Form Meeting Flow using Quality Tools Create a database for plans Resource Directory for Supports and
Barriers
Outcomes
System for Identifying Barriers to Learning and Accessing Comprehensive Learning Supports available
at Core, Supplemental, and Intensive Levels
CRCSD Elementary SEB Model and rubrics
SEB Action Research Team work
Doing Our PARRT, PBS, other building-wide systems for teaching behavioral
expectations and procedures
Classroom level support of building vision / language /
procedures
Supplemental & Intensive supports
This graphic is not intended to be all-inclusive, rather to help us visualize how all of these areas blend together.
Learning Supports Core
CRCSDElementary SEB
Model and rubrics
Doing Our PARRTK-5
SEB Lessons
Positive BehaviorSupports (or other building system of
teaching & supporting behaviors)
Learning
Supports
SIP SEB Goal – Data Considerations
Implementation of schoolwide approach to Doing Our PARRT (refining the process used this year)
Creation of schoolwide procedures and specific lessons to teach those procedures in common area (what does PARRT look like in the hallway, cafeteria, etc.)
Doing Our PARRT assessment data (all teachers will be asked to give this assessment to their students next year)
Report form PARRT data Core SEB classroom rubric data SWIS, Student Support Plans, Harris Poll, building level
climate surveys