RTI Learning Supports Addressing Barriers to Learning Teaching

RTI & Learning Supports: Addressing Barriers to Learning & Teaching and Re-engaging Disconnected Students UCLA

We just missed the school bus. Don’t worry. I heard the principal say no child will be left behind. / UCLA

In the accompanying handouts we have included more than we cover in the power point slides. Our hope is that you will look the handouts over when you have time. Feel free to use any handout as is or by adapting them. UCLA

Topics to be Covered I. Urban Schools: Can Teachers Go it Alone? A Big Picture View of Why They Shouldn’t Be Asked to Do So II. What Teachers Can Do to Enable Learning UCLA

Topics In discussing what teachers can do to enable learning, we will emphasize: (A) Using Response to Intervention as an Opportunity to Work With Others (B) Pursuing Response to Intervention Sequentially and Effectively (C) Understanding and Applying Intrinsic Motivation (D) Pursuing Teaching as One Strategy in a Comprehensive System of Student and Learning Supports UCLA

I. Urban Schools: Can Teachers Go it Alone? A Big Picture View of Why They Shouldn’t be Asked to Do So UCLA

<><><><><> The current focus of school improvement policy and practice is too limited to ensure that all students have an equal opportunity to succeed at school. <><><><><> UCLA

The limited focus contributes to: – High Student Dropout Rates UCLA

The limited focus contributes to: – High Student Dropout Rates – High Teacher Dropout Rates UCLA

The limited focus contributes to: – High Student Dropout Rates – High Teacher Dropout Rates – Continuing Achievement Gap UCLA

The limited focus contributes to: – High Student Dropout Rates – High Teacher Dropout Rates – Continuing Achievement Gap – So Many Schools Designated as Low Performing UCLA

The limited focus contributes to: – High Student Dropout Rates – High Teacher Dropout Rates – Continuing Achievement Gap – So Many Schools Designated as Low Performing – High Stakes Testing Taking its Toll on Students UCLA

The limited focus contributes to: – High Student Dropout Rates – High Teacher Dropout Rates – Continuing Achievement Gap – So Many Schools Designated as Low Performing – High Stakes Testing Taking its Toll on Students – Plateau Effect UCLA

Some of the data: The dropout rate for our nation remains unacceptably high. In 2006, the Education Trust reported that nearly 25 percent of the ninth grade population will not end up graduating from high school. UCLA

Some of the data: Take reading levels as an example. Despite reports of small recent gains, most American students, across grade levels, are reading at the most basic levels and “only about 30 percent of high school students read proficiently and more than a quarter read below grade level. ” UCLA

Data from the National Assessment of Education Progress (NAEP) clearly shows the plateau effect related to academic achievement. UCLA

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Three Lenses for Viewing School Improvement Efforts in Urban Schools UCLA

Lens #1 = All Students Not just some students– ALL youngsters are to have an equal opportunity to succeed at school UCLA

ALL Students as Learners Range of Learners Motivationally ready and able Not very motivated/ lacking prerequisite skills/ different rates & styles/ minor vulnerabilities Avoidant/ very deficient in capabilities 20

Lens #2 = Barriers to Learning and School Improvement Range of Learners I = Motivationally ready and able Not very motivated/ lacking prerequisite II = skills/ different rates & styles/ minor vulnerabilities III = Avoidant/ very deficient in capabilities No barriers Barriers To Learning, Development, Teaching Instructional Component Classroom Teaching + Enrichment Activity Desired Outcomes (High Expectations & Accountability) (High Standards) UCLA

Appreciating the Full Range of Barriers to Learning and School Improvement – For most students, it’s more about § Environmental Conditions § Neighborhood § Family § School and Peers than about § Individual deficits And, of course, a holistic approach emphasizes >Protective Buffers (strengths, resiliency) >Promoting Full Development 22

Examples of Environmental Conditions • extreme economic deprivation • community disorganization, including high levels of mobility • violence, drugs, etc. • minority and/or immigrant status UCLA

Examples of Family Conditions • chronic poverty • conflict/disruptions/violence • substance abuse • models problem behavior • abusive caretaking • inadequate provision for quality child care UCLA

Examples of School & Peer Conditions • poor quality school • negative encounters with teachers • negative encounters with peers • inappropriate peer models UCLA

Examples of Individual Conditions • medical problems • low birth weight/neurodevelopmental delay • psychophysiological problems • difficult temperament & adjustment problems • inadequate nutrition UCLA

Caution: Don’t let anyone misinterpret the term >Barriers to learning It encompasses much more than a deficit model of students. UCLA

And, it is part of a holistic approach that emphasizes the importance of >Protective Buffers (e. g. , strengths, assets, resiliency, accommodations) & >Promoting Full Development UCLA

Lens # 3 = Engagement & Disengagement Source of Motivation Extrinsics Intrinsics/ Extrinsics Engagement Intervention Concerns Disengagement (psychological reactance) Avoiding Over-reliance on Extrinsics, Maximizing Intrinsic Motivation, Minimizing Behavioral Control Strategies UCLA

Engaging & Re-engaging Students in Classroom Learning It’s time to pay greater attention to how schools >maximize Intrinsic Motivation >minimize Behavior Control Strategies >re-engage Disconnected Students >sustain Teacher Motivation UCLA

Brief Activity Picture students who do not come to school motivated and ready to learn. Then, • Using the three lenses, jot down what you think urban schools are doing to: (1) Address barriers to learning (2) Re-engage disconnected students 31

In addressing barriers to learning & re-engaging disconnected students Are Teachers Going it Alone? UCLA

What we see around the country Psychological Testing Violence & Crime Prevention After-School Programs Pupil Services Special Education Clinic HIV/Aids Prevention Physical Education Health Education Juvenile Court Services Community-Based Organizations Mental Health Services HIV/AIDS Services District Child Protective Services Pregnancy Prevention Nutrition Education School Lunch Program Drug Prevention Counseling Social Services Health Services Codes of Discipline Drug Services Smoking Cessation For Staff Student & Learning Supports UCLA

The Problems with Student & Learning Supports Current situation at all levels in the educational system with respect to student/learning supports is that the efforts are Marginalized in school improvement policy and practice. This leads to: § Fragmentation § Poor cost-effectiveness (up to 25% of a school budget used in too limited and often redundant ways) § Counterproductive competition for sparse resources (among school support staff and with community-based professionals who link with schools) 34

Why the Marginalization? How school improvement policy and practice addresses barriers to learning and teaching Direct Facilitation of Learning & Development Instructional / Developmental Component Management Component Safe schools & Some Student & Family Assistance Besides offering a small amount of school-owned student "support” services, schools outreach to the community to add a few school-based / linked services. Governance and Resource Management 35

Clearly, there are some supports; what’s missing is a dedicated, unified, and comprehensive component directly focused on: (1) addressing barriers to learning & teaching AND (2) re-engaging students who have become disconnected from classroom instruction 36

The need is to move from the prevailing two-component framework to a three-component framework in order to develop a Unified and Comprehensive System of Learning Supports Direct Facilitation of Learning (Instructional Component) Addressing Barriers to Learning/Teaching (Enabling or Learning Supports Component) Examples of Initiatives, programs and services that belong under the umbrella >positive behavioral supports >programs for safe and drug free schools >bi-lingual, cultural, and other diversity programs >compensatory education programs >family engagement programs Governance and Resource Management (Management Component) >special education programs >mandates stemming from the No Child Left Behind Act & other federal programs UCLA

Activity: Discuss what you think teachers at urban schools would answer if asked what proportion of their students show up each day motivationally ready and able to do what the teacher has planned to teach that day. Then, discuss: Why are so many students not motivationally ready and able? After your discussion, enjoy a break. 38

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Some matters that work against dealing effectively with addressing barriers to learning and teaching 40

II. What Teachers Can Do to Enable Learning A. Use Response to Intervention as an Opportunity to Work With Others B. Pursue Response to Intervention Sequentially and Effectively C. Understand Apply Intrinsic Motivation D. Pursue Teaching as One Strategy in a Comprehensive System of Student and Learning Supports UCLA

A. Using Response to Intervention as an Opportunity to Work With Others UCLA

(1) Using RTI to Enable Learning – What is a Broadened View of RTI? – Inviting Assistance into the Classroom – Promoting a Positive School and Classroom Climate – Redesigning Classroom Strategies UCLA

(2) Personalization is Fundamental to RTI and Goes Beyond Individualization UCLA

B. Pursuing Response to Intervention Sequentially and Effectively UCLA

Needed: An Integrated Sequence of Interventions that Includes a Comprehensive System of Learning Supports Promoting learning & Healthy Development as necessary plus Prevention of Problems (System of Prevention) Intervening as early after onset of problems as is feasible as necessary (System of Early Intervention) Specialized assistance for those with severe, pervasive, or chronic problems (System of Care) UCLA

Instruction Sequence and Levels for RTI Step 1. Personalizing Instruction Add Step 2 as necessary Step 2. Special assistance* >for students who continue to have problems; >maintained only as long as needed UCLA

Step 2. As necessary: Best special practices (special assistance, such as remediation, rehabilitation, treatment) are used differentially for minor and severe problems If Needs Are minor Level A Focus Interventions that observable factors for performing If necessary move to Level B As soon as feasible, Move back to Level A Level B Focus Interventions that address prerequisite factors If necessary and for those with severe and chronic problems, move to Level C As soon as feasible, move to Level B Level C Focus Interventions that address underlying factors UCLA

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C. Understanding and Applying Intrinsic Motivation UCLA

I don’t want to go to school. It’s too hard and the kids don’t like me. That’s too bad, but you have to go – you’re the teacher! / UCLA

Intrinsic motivation is a fundamental concern in every classroom. • Understanding intrinsic motivation clarifies how essential it is to avoid processes that >limit options, >make students feel controlled and coerced, and >tend to focus mainly on “remedying” problems. UCLA

• Overreliance on extrinsic motivation risks producing avoidance reactions in the classroom and to school. This can reduce opportunities for positive learning and for development of positive attitudes. • Over time, the result is that too many students disengage from classroom learning (and misbehave). • Practices for preventing disengagement and efforts to reengage disconnected students (families, staff) require minimizing conditions that negatively affect intrinsic motivation and maximizing those that enhance it. UCLA

Can you translate the following formula? E x V = M UCLA

If the equation stumped you, don't be surprised. The main introduction to motivational thinking that many people have been given in the past involves some form of reinforcement theory (which essentially deals with extrinsic motivation). Thus, all this may be new to you, even though motivational theorists have been wrestling with it for a long time, and intuitively, you probably understand much of what they are talking about. UCLA

Translation: Expectancy times value equals motivation UCLA

• “E” represents an individual's expectations about outcome (in school this often means expectations of success or failure). • “V” represents valuing, with valuing influenced by both what is valued intrinsically and extrinsically. Thus, in a general sense, motivation can be thought of in terms of expectancy times valuing. UCLA

Applying the paradigm: Do the math. E x V = 0 x 1. 0 = What are the implications? UCLA

Within some limits (which we need not discuss here), low expectations (E) and high valuing (V) produce relatively weak motivation. I know I won’t be able to do it. UCLA

Now, what about this? E x V = 1. 0 x 0 = What are the implications? UCLA

High expectations paired with low valuing also yield low approach motivation. Thus, the oft-cited remedial strategy of guaranteeing success by designing tasks to be very easy is not as simple a recipe as it sounds. UCLA

. Indeed, the approach is likely to fail if the outcome is not valued or if the tasks are experienced as too boring or if doing them is seen as too embarrassing. In such cases, a strong negative value is attached to the activities, and this contributes to avoidance motivation. It’s not worth doing! UCLA

Two common reasons people give for not bothering to learn something are “It's not worth it" "I know I won't be able to do it. " UCLA

Discussion of valuing and expectations emphasizes that motivation is not something that can be determined solely by forces outside the individual. UCLA

Any of us can plan activities and outcomes we think will enhance engagement (and learning) But … how the activities and outcomes are experienced determines whether they are pursued (or avoided) with a little or a lot of effort and ability. 72

Understanding that an individual's perceptions can affect motivation has led researchers to important findings About some undesired effects resulting from over-reliance on extrinsics. UCLA

Appreciating Intrinsic Motivation Think in terms of Maximizing feelings of >>Self-determination >>Competency >>Connectedness to others UCLA

Think in terms of Minimizing threats to feelings of: >>Self-determination >>Competency >>Connectedness to others UCLA

In particular: minimize • strategies designed only for social control and maximize • options • choice • involvement in decision making UCLA

Some Guidelines for Strategies that Capture An Understanding of Intrinsic Motivation • minimize coercive social control interactions • maximize students’ desire and ability to share their perceptions readily (to enter into dialogues with the adults at school) • • emphasize real life interests and needs stress real options and choices and a meaningful role in decision making provide enrichment opportunities (and be sure not to withhold them as punishment) provide a continuum of structure • • UCLA

About Psychological Reactance and Misbehavior It is particularly important to minimize the heavy emphasis on social control and coercive procedures!!!! UCLA

If you didn’t make so many rules, there wouldn’t be so many for me to break!

Social control and coercion lead most of us to react overtly or covertly You can’t do that … You must do this … Oh, you think so! This is called Psychological Reactance. UCLA

» When people perceive their freedom is threatened, they experience psychological reactance, which motivates them to act in ways that can restore threatened sense of freedom. » With prolonged denial of freedom, reactance diminishes and people become amotivated – feeling helpless and ineffective. UCLA

About School Engagement & Re-engagement A growing research literature is addressing these matters. UCLA

GOSH MS. THOMPSON, I WAS READY TO LEARN MATH YESTERDAY. TODAY I’M READY TO LEARN TO READ. 84

Engagement is defined in three ways in the research literature: * *From: “School Engagement: Potential of the Concept, State of the Evidence” (2004) by J. Fredricks, P. Blumenfeld, & A. Paris. Review of Educational Research, 74, 59 -109. UCLA

Behavioral engagement Draws on the idea of participation; it includes involvement in academic and social or extracurricular activities and is considered crucial for achieving positive academic outcomes and preventing dropping out. UCLA

Emotional engagement Encompasses positive and negative reactions to teachers, classmates, academics, and school … is presumed to create ties to an institution and influence willingness to do the work. UCLA

Cognitive engagement Draws on the idea of investment; it incorporates thoughtfulness and willingness to exert the effort necessary to comprehend complex ideas and master difficult skills. UCLA

Activity (1) Discuss what factors seem related to students who become disengaged from school learning. (2) List out ways to help prevent such disengagement. . 89

Working with Disengaged Students Four general strategies See Handout for this and some references for learning more about all this. UCLA

I suspect that many children would learn arithmetic, and learn it better, f it were illegal. John Holt 91

Activity for the future at a school Discuss which classroom and school practices seem to (1) threaten feelings of >competence >self-determination >relatedness to staff and peers (2) enhance such feelings UCLA

D. Pursuing Teaching as One Strategy in a Comprehensive System of Student and Learning Supports UCLA

Defining Learning Supports Learning supports are the resources, strategies, and practices that provide physical, social, emotional, and intellectual supports to enable all pupils to have an equal opportunity for success at school by directly addressing barriers to learning and teaching and re-engaging disconnected students. A comprehensive, multifaceted, and cohesive learning supports system provides supportive interventions in classrooms and school-wide and is fully integrated with efforts to improve instruction and management at a school. UCLA

Framing a Comprehensive System of Learning Supports to Address Barriers to Learning UCLA

A system of learning supports frames both an intervention continuum & delineated arenas of content UCLA

Levels of Intervention Continuum—Interconnected Systems for Meeting the Needs of All Students: One key Facet of a Learning Supports Component School Resources (facilities, stakeholders, programs, services) Community Resources Systems for Promoting Healthy Development & Preventing Problems primary prevention – includes universal interventions (facilities, stakeholders, programs, services) (low end need/low cost per individual programs) See examples Systems of Early Intervention early-after-onset – includes selective & indicated interventions See examples (moderate need, moderate cost per individual) Systems of Care treatment/indicated interventions for severe and chronic problems (High end need/high cost per individual programs) UCLA

Categories of Basic Content Arenas for Learning Supports Intervention UCLA

Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning UCLA

Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention UCLA

Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Support for Transitions UCLA

Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Support for Transition Home involvement & Engagement In Schooling UCLA

Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Support for Transition Community Outreach Home involvement &t Engagement In Schooling UCLA

Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Student & Family Assistance Support for Transition Community Outreach Home involvement &t Engagement In Schooling UCLA

Categories of Basic Content Arenas for Learning Supports Intervention Classroom-Based Approaches to Enable Learning Crisis/ Emergency Assistance & Prevention Support for Transition Infrastructure >leadership mechanisms Student & Family Assistance Community Outreach Home involvement &t Engagement In Schooling UCLA

Major Examples of Activity in Each of the Six Basic Content Arenas UCLA

Classroom-Based Enabling & Re-engaging Students in Classroom Learning FOCUS: Classroom based efforts to enable learning • Prevent problems; intervene as soon as problems appear • Enhance intrinsic motivation for learning • Re-engage students who have become disengaged from classroom learning UCLA

Classroom-Based Enabling (cont. ) EXAMPLES OF ACTIVITIES • Opening the classroom door to bring in available supports • Redesigning classroom approaches to enhance teacher capability to prevent and handle problems and reduce need for out of class referrals • Enhancing and personalizing professional development • Curricular enrichment and adjunct programs • Classroom and school-wide approaches used to create and maintain a caring and supportive climate UCLA

Crisis Assistance and Prevention FOCUS School-wide and classroom-based efforts for >responding to crises >minimizing the impact of crises >preventing crises UCLA

Crisis Assistance and Prevention EXAMPLES OF ACTIVITIES • Ensuring immediate assistance in emergencies so students can resume learning • Providing Follow up care as necessary • 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 • Working with neighborhood schools and community to integrate planning for response and prevention UCLA

Support for Transitions FOCUS School-wide and classroom-based efforts to >enhance acceptance and successful transitions >prevent transition problems >use transition periods to reduce alienation >use transition periods to increase positive attitudes/motivation toward school and learning UCLA

Support for Transitions EXAMPLES OF ACTIVITIES • Welcoming & social support programs for newcomers • Daily transition programs (e. g. , before/afterschool, lunch) • Articulation programs • Summer or intersession programs • School-to-career/higher education • Broad involvement of stakeholders in planning for transitions UCLA

Home Involvement in Schooling FOCUS School-wide & classroom-based efforts to engage the home in >strengthening the home situation >enhancing problem solving capabilities >supporting student development and learning >strengthening school and community UCLA

Home Involvement in Schooling EXAMPLES OF ACTIVITIES • Addressing specific support and learning needs of family • Improving mechanisms for communication & connecting school and home • Involving homes in student decision making • Enhancing home support for learning and development • Recruiting families to strengthen school and community UCLA

Community Outreach for Involvement and Support (including Volunteers) FOCUS Building linkages and collaborations to strengthen students, schools, families, and neighborhoods UCLA

Community Outreach for Involvement and Support (including Volunteers) EXAMPLES OF ACTIVITIES • Planning and Implementing Outreach to Recruit a Wide Range of Community Resources • Systems to Recruit, Screen, Prepare, and Maintain Community Resource Involvement • Reaching out to Students and Families Who Don't Come to School Regularly – Including Truants and Dropouts • Connecting School and Community Efforts to Promote Child and Youth Development and a Sense of Community UCLA

From Kretzmann & Mc. Knight Police -- Communities have many resources! Day care Center Banks Faith-based Institutions Higher Education Institutions Senior Citizens School Library Local Residents Businesses Artist & Cultural Institutions Restaurants Media Community Based Orgs. ; Civic Assn. Health & Social Services Agencies UCLA

Student and Family Assistance FOCUS Specialized assistance provided through personalized health and social service programs UCLA

Student and Family Assistance – Examples • Providing support as soon as a need is recognized and doing so in the least disruptive ways • Referral interventions for students & families with problems • Enhancing access to direct interventions for health, mental health, and economic assistance • 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 UCLA • Enhancing stakeholder awareness of programs and services

For more specific examples and mapping and analysis self study surveys for each arena, see the Center’s online resource aid: Resource mapping and management to address barriers to learning: An intervention for systemic change http: //smhp. psych. ucla. edu/pdfdocs/resourcemappingandmanagement. pdf UCLA

Combined Continuum and Content Arenas Levels of Intervention Systems for Promoting Systems for Early Healthy Development & Intervention (Early Preventing Problems after problem onset Systems of Care Classroom. Focused Enabling Crisis/ Emergency Assistance & Prevention Content Arenas Support for transitions Home Involvement in Schooling Community Outreach/ Volunteers Student & Family Assistance Activity: Mapping & Analyzing Learning Supports UCLA

The framework is meant to guide development of a comprehensive system of learning supports as a primary and essential component of school improvement. Reminder: Such an enabling component is meant to: (1) address interfering factors and (2) re- engage students in classroom instruction UCLA

What the Two Component Model Does to Teachers Range of Learners I = Motivationally ready and able II = Not very motivated/ lacking prerequisite skills/ different rates & styles/ minor vulnerabilities III = Avoidant/ very deficient in capabilities No barriers Barriers To Learning, Development, Teaching Instructional Component Classroom Teaching + Enrichment Activity Desired Outcomes (High Expectations & Accountability) (High Standards) What’s Missing? UCLA

An Enabling or Learning Supports Component to Address Barriers and Re-engage Students in Classroom Instruction Range of Learners I = Motivationally ready and able II = Not very motivated/ lacking prerequisite skills/ different rates & styles/ minor vulnerabilities III = Avoidant/ very deficient in capabilities Instructional Component No barriers Barriers To Learning, Development Teaching Enabling Component (1) Addressing Interfering Factors Desired Classroom Outcomes Teaching + (High Expectations Enrichment & Accountability) Activity (High Standards) (2) Re-engaging Students in Classroom Instruction UCLA

Identifying Staff at a School Involved with Learning Supports* § Administrative Leader for Learning Supports § § Title I and Bilingual Coordinators Resource and Special Education Teachers § School Psychologist § School Nurse Other important resources: Pupil Services & Attendance Counselor § § § Social Worker § Counselors § Dropout Prevention Program Coordinator § § 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 125

Working together to Develop the System: A Learning Support Leadership Team What you probably have is a Case-Oriented Team (Focused on specific individuals and discrete services) What you also need is a Leadership Team for Developing a Unified & Comprehensive System of Learning Supports (Focused on all students and the resources, programs, and systems to address barriers to learning and promote healthy development) Sometimes called: Child/Student Study Team § § § Possibly called: § Learning Supports Leadership Team § Learning Supports Resource Team § Learning Supports Development Team § Learning Support Component Team Student Success Team Student Assistance Team § Teacher Assistance Team § IEP Team 126

A Case-Oriented Team A Resource-Oriented Team EXAMPLES OF FUNCTIONS triage § referral § case monitoring/management § case progress review § case reassessment § 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" § 127

Enhancing a System of Learning Supports: Connecting Resources Across a Family of Schools, a District, and Community-Wide Learning Supports Leadership Team High Schools Middle Schools Elementary Schools Learning Supports Leadership Team Learning Supports Leadeship Team Learning Supports Leadership Team Learning Supports Leadership Council School District Resources, Management, & Governing Bodies Community Resources, Management, & Governing Bodies 128

To Recap: Here are six steps we recommend to teachers concerned with enhancing equity of opportunity for students: (1) Rethink assistance and support in the classroom (2) Understand that positive classroom and schoolwide climate emerge from both good instruction and a potent approach to learning supports (3) Aim at increasingly personalizing instruction and student and learning supports UCLA

Work with colleagues, volunteers, and other stakeholders to (4) Ensure a continuum of interventions and use a sequential approach in assessing responses to intervention (5) Extend ways to accommodate differences/disabilities (6) Expand school improvement plans to include development of a comprehensive system of student and learning supports UCLA

Write down one question and/or comment We will answer as many as we can and take the rest away and send back some response to the class. And remember you can always contact our Center to access resources & TA. UCLA

What the best and wisest parent wants for his [or her] own child, that must the community want for all of its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy. John Dewey UCLA