TOPIC: Enabling/Learning Supports Component: Rethinking and Restructuring Student Supports
In an era of scarce resources, rebuilding supports for learning is essential, but the work often must be done on a shoestring and in stages. Therefore, the Center at UCLA has put together a great amount of free resources to aid those trying to enhance learning supports and has done so with a view to how to proceed in stages and without an allocation of additional funds. Many of these resources are designed to enhance readiness and momentum for new directions for student support; others are aids for building capacity. Some of these are highlighted in the Rebuilding Kit on line at: http://smhp.psych.ucla.edu/summit2002/resourceaids.htm; others can be found in the Center's General Resource List at: http://smhp.psych.ucla.edu/selection.html.
With respect to providing resources, we suggest that those concerned with learning more proceed in stages. See for example:
- Notes on Capacity Building in Stages for Rebuilding Supports for Learning:
- A Few Recent Leadership Guides:
- Education Leaders’ Guide to Transforming Student and Learning Supports
- REBUILDING FOR LEARNING:
Addressing Barriers to Learning and Teaching
and Re-engaging Students. (2008). Scholastic.
- The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning. (2006). Corwin Press.
- Steps and Tools to Guide Planning and Implementation of a Comprehensive System to Address Barriers to Learning and Teaching
- Leadership Training: Moving in New Directions for Student Support
- What Every Leader for School Improvement Needs to Know About Student and Learning Supports
- District Superintendents and the School Improvement Problem of Addressing Barriers to Learning
- What Do Principals Say about Their Work? Implications for Addressing Barriers to Learning and School Improvement
Center's Initiative for Common Core Standards for Learning Supports
- Guidance Notes:
- Information Resources:
- Policy Notes & Guides
- Practice Notes
- Examples of Related Resources:
Developing Comprehensive, Multifaceted, and Integrated Approaches
Reframing Staff Roles and Functions
More on Restructuring Student Supports
- A few Other Relevant Publications
Aligning School Accountability, Outcomes, and Evidenced-Base Practices. (Adelman & Taylor 2002. Data Matters, #5, 16-18).
Building Comprehensive, Multifaceted Approaches to Address Barriers to Student Learning. (Adelman & Taylor, 2002. Childhood Education, 78, 261-268).
Classroom Climate (Adelman & Taylor, 2005. In S. W. Lee (Ed) Encyclopedia of School Psychology, Thousand Oaks, CA: Sage).
Connecting Schools, Families, and Communities. (Taylor & Adelman, 2000. Professional School Counseling, 3, 298-307).
Education Reform: Broadening the Focus. (Adelman, 1995. Psychological Science, 6, 61-62).
Establishing School-Based Collaborative Teams to Coordinate Resources: A Case Study. (Lim & Adelman, 1997. Social Work in Education, 19, 266-278).
Guide 7: Fostering School, Family, and Community Involvement. (Adelman & Taylor, 2002. In Guidebook series: Safe and Secure: Guides to Creating Safer Schools. Northwest Regional Educational Lab).
Involving Teachers in Collaborative Efforts to Better Address Barriers to Student Learning. (Adelman & Taylor, 1998. Preventing School Failure, 42, 55-60).
Looking at School Health and School Reform Policy through the Lens of Addressing Barriers to Learning. (Adelman & Taylor, 2000. Children Services: Social Policy, Research, and Practice, 3, 117-132).
Mapping a School's Resources to Improve their Use in Preventing and Ameliorating Problems. (Adelman & Taylor, 2006. In C. Franklin, M. B. Harris, & P. Allen-Mears (Eds.) School Social Work and Mental Health Workers Training and Resource Manual Oxford University Press).
Moving Prevention from the Fringes into the Fabric of School Improvement. (Adelman & Taylor, 2000. Journal of Educational and Psychological Consultation, 11, 7-36).
On Sustainability of Project Innovations as Systemic Change. (Adelman & Taylor, 2003. Journal of Educational and Psychological Consultation, 14, 1-26).
A Policy and Practice Framework to Guide School-Community Connections. (Taylor & Adelman, 1998. Rural Special Education Quarterly, 17,62-70).
Reorganizing Student Supports to Enhance Equity. (Adelman & Taylor, 2006. In E. Lopez, G. Esquivel, S.Nahari (Eds.) Handbook of Multicultural School Psychology).
Restructuring Education Support Services: Toward the Concept of an Enabling Component. (Adelman, 1996. Kent, OH: American School Health Association).
Scaling-Up Reforms across a School District. (Taylor, Nelson, & Adelman, 1999. Reading and Writing Quarterly, 15, 303-326).
School-Community Relations: Policy and Practice. (Taylor & Adelman, 2003. In Fishbaugh, et al., (Eds.), Ensuring safe school environments: Exploring issues� seeking solutions. Mahwah, NJ: Lawrence Erlbaum).
School-Wide Approaches to Addressing Barriers to Learning and Teaching. (Adelman & Taylor, 2008. National Association of School Psychologists, 277-306).
A School-Wide Component to Address Barriers to Learning. (Adelman, Taylor, & Schnieder, 1999. Reading and Writing Quarterly, 15, 277-302).
School Counseling, Psychological, and Social Services. (Adelman, 1998. In E. Marx & S.F. Wooley, with D. Northrop (Eds.), Health is academic: A Guide to coordinated school health programs. Teachers College).
Toward a Scale-Up Model for Replicating New Approaches to Schooling. (Adelman & Taylor, 1997. Journal of Educational and Psychological Consultation, 8, 197-230).
Upgrading School Support Programs through Collaboration: Resource Coordinating Teams. Rosenblum, DiCecco, Taylor, & Adelman, 1995. Social Work in Education, 17, 117-124)
Finally, if you need something more specific or want to explore any of this in greater depth, contact firstname.lastname@example.org.
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