Learning Supports

Learning Supports

Learning Supports S Purpose Provide a brief overview of Learning Supports Demonstrate the relationship between RtI and Learning Supports No School Board Action is required Pathways to Graduation is a comprehensive framework that identifies key milestones students need to meet in order to be prepared for the next level of study, graduate on time, and enter college or a career with the necessary skills to be successful.

Evolution of RtI in BPS 2007-2008 School Year: Pilot Sites Identified 2008-2009 School Year: ADSIS funded teachers, PBIS 2009-2010 School Year: MN Reading Corp 2010-2011 School Year: Additional sites added 2011-2012 School Year: Deeper implementation 2012-2013 School Year: Audit of RTI implementation at each site RESPONSE RESPONSE TO TO INTERVENTIONS INTERVENTIONS EVOLVING EVOLVING TO TO LEARNING LEARNING SUPPORT SUPPORT

Systems Systems for for care care and and treatment treatment for for few few Systems Systems for for early early interventions interventions for for SOME SOME Systems Systems for for

promoting promoting healthy healthy development development and and preventing preventing issues issues for for ALL ALL For For Few Few For For Some Some For For All

All Tiered Academic Interventions Tiered Academic & Behavior Interventions Tiered Classroom Based Interventions S Community Supports Cri s

an is As d P sis rev tan en ce tio n t en em gag ing En ily earn Fam in L Sup Tra port nsi for tio ns ily

am dF an tions nt de ven Stu Inter RESPONSE RESPONSE TO TO INTERVENTIONS INTERVENTIONS EVOLVING EVOLVING TO TO LEARNING LEARNING SUPPORT SUPPORT Classroom-Based Approaches

Full Continuum of interventions in all areas Learning Supports LEARNING SUPPORTS is a framework of systems and structures that aligns resources and support to respond to student need in order to ensure success along the pathways. Our work: is to facilitate the process of building, maintaining, monitoring, and adjusting the framework to best address student barriers to learning and engagement.

This is accomplished by: Building on whats going well Enhancing capacity for promoting promising practices Escaping old ideas that limit student success Establishing new approaches that are effective, sustained and Learning Supports Moves student supports away from reacting to problems toward system development with a strong emphasis on prevention and early intervention.

What the best and wisest parent wants for his or her own child, that must the community want for all of its children. Anything else would be narrow and unlovely. John Dewey What percent of your students come ready and able to learn everyday? What are the barriers? At your table talk about some of the barriers to learning that affect your students learning and your teaching. Write some the barriers on sticky

notes School systems are not responsible for meeting every need of their students, but When the need directly affects learning, the school must meet the challenge. Carnegie Task Force on Education Next Steps Mapping Teams Classroom-Based Approaches Opening the classroom door to bring supports in (e.g. peer tutors, volunteers, aids trained to work with students in need, resource teachers and student support staff work in the classroom as part of the teaching team)

Redesigning classroom approaches to enhance teacher capability to prevent and handle problems and reduce need for out-of-class referrals (e.g. personalized instruction; special assistance as necessary; developing small-group and independent learning options; reducing negative interactions and over reliance on social control; expanding the range of curricular and instructional options and choices; systematic use of prereferral interventions) Enhancing and personalizing professional development (e.g. creating a Learning Community for teachers; ensuring opportunities to learn through co-teaching, team teaching, and mentoring; teaching intrinsic motivational concepts and their application to schooling) Curricular enrichment and adjunct programs (e.g. varied enrichment activities that are not tied to reinforcement schedules; visiting scholars from the community)

Classroom and school-wide approaches used to create and maintain a caring and supportive climate Support for Transitions Welcoming and social support programs for newcomers (e.g. welcoming signs, materials, and initial receptions; peer buddy programs for students, families, staff, and volunteers) Daily transition programs for (e.g. before school, breaks, lunch, after school) Articulation programs(e.g. grade-to-grade new classrooms, new teachers; elementary to junior high; junior high to high school; high school to ALC or ALC to high school; in and out of special education programs) Summer or inter-session programs (e.g. catch-up, recreation, and enrichment programs)

School-to-career / higher education (e.g. counseling, pathway, and mentor programs; broad involvement of stakeholders in planning for transitions; students, staff, home, police, faith groups, recreation, business, higher education) Broad involvement of stakeholders in planning for transitions (e.g. students, staff, home, police, faith groups, recreation, business, higher education) Capacity building to enhance transition programs and activities Family Engagement in Learning Addressing specific support and learning needs of families (e.g. support services for those in the home to assist in addressing basic survival needs and obligations to children; adult education classes to enhance literacy, job skills, ESL language, and citizenship preparation)

Improving mechanisms for communicating and connecting to school and home (e.g. opportunities at school for family networking and mutual support, learning, recreation, enrichment, and for family members to receive special assistance and to volunteer to help; phone calls and/or email from teacher and other staff with good news; frequent and balanced conferences student-led when feasible; outreach and attract hard-to-reach families including dropouts) Involving homes in student decision making (e.g. families prepared for involvement in program planning and problem solving) Enhancing home support for learning and development (e.g. family literacy; family homework projects; family field trips)

Recruiting families to strengthen school and community (e.g. volunteers to welcome and support new families and help in various capacities; families prepared for involvement in school governance) Capacity building to enhance home involvement Community Support Planning and implementing outreach to recruit a wide range of community resources (e.g. public and private agencies; colleges and universities; local residents; artists and cultural institutions, businesses, and professional organizations; service, volunteer, and faith-based organizations; community policy and decision makers) Systems to recruit, screen, prepare, and maintain community resource involvement (e.g. mechanisms to orientate and welcome, enhance the volunteer pool, maintain current involvement, enhance a sense of community)

Reaching out to students and families who dont come to school regularly including truants and drop outs Connecting school and community efforts to promote child and youth development and a sense of community Capacity building to enhance community involvement and support (e.g. policies and mechanisms to enhance and sustain school-community involvement, staff/stakeholder development on the value of community involvement social marketing Crisis Assistance and Prevention

Ensuring immediate assistance in emergencies so students can resume learning Providing follow-up care as necessary (e.g. brief and long-term monitoring) Forming a school-focused Crisis Team to formulate a response plan and take leadership for developing prevention programs Mobilizing staff, students, and families to anticipate response plans and recovery efforts Creating a caring and safe learning environment (e.g. developing systems to promote healthy development and prevent problems; bullying and harassment abatement programs)

Working with neighborhood schools and community to integrate planning for response and prevention Capacity building to enhance crisis response and prevention (e.g. staff and stakeholder development, enhancing a caring and safe learning environment) Student and Family Interventions Providing extra support as soon as a need is recognized and doing so in the least disruptive ways (e.g. prereferral interventions in classrooms; problem solving conferences with parents; open access to school, district, and community support programs) Timely referral interventions for students and families with problems based on response

to extra support (e.g. indentification/screening process, assessment, referrals, and followup school-based, school-linked) Enhancing access to direct interventions for health, mental health, and economic assistance (e.g. school-based, school-linked, and community-based programs and services) Care monitoring, management, information sharing, and follow-up assessment to coordinate individual interventions and check whether referrals and services are adequate and effective Mechanisms for resource coordination and integration to avoid duplication, fill gaps, garner economies of scale, and enhance effectiveness (e.g. braiding resources from school-based and linked interveners, feeder pattern/family of schools, community-based programs; linking with community providers to fill gaps.

Enhancing stakeholder awareness of programs and services Capacity building to enhance student and family assistance systems, programs, and services

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