Transforming Student and Learning Supports

Examples of Places Where Specific Innovations Were Tried, Not Fully Sustained, but Major Lessons Were Learned

In addition to the current trailblazers, other place are highlighted below because they provide relevant demonstrations of facets of new directions and offer insights and lessons learned that warrant the attention of anyone who is ready to rethink student supports.

 

• Comprehensive School Reform Model -- Urban Learning Center Design

• State Departments
  • Louisiana
    For the design developed in Louisiana under the former chief state school officer, click on the following:
    •  Overview Brochure of the Louisiana Comprehensive Learning Supports System
    • Funding Stream Integration to Promote Development and Sustainability of a Comprehensive System of Learning Supports
    • A Progress Update 2011 li>Learning Supports Facilitator Duties
    • Implementation of a Comprehensive Learning Supports System -- A Report for: Louisiana Department of Education Office of Federal Programs Support Division of Student & School Learning Support Health & Wellness Section (January 31, 2012) From: Rhonda Neal Waltman, Ed.D. Neal-Waltman & Associates, Inc.
  • California
    • Learning Support and Partnership Division, Dept. of Education
    • Proposed legislation for a comprehensive pupil learning supports system
    • Prevention and Early Intervention School Initiative, Mental Health Services Act
    • Learning Supports Webpags
  • Washington
    • Supportive Learning Environment, State Office of Public Instruction

• Districts
  • Berkeley, CA
    • Universal Learning Supports System (Board Policy-5030 & District Guidelines) - February, 2008
    • Documents previously prepared by the Berkeley Integrated Resources Initiative (January 2007)
  • Stillwater Area Schools, MN
    
    • Initial Strategic Plan
      
    • Implementation Plan
    • Learning Supports Brochure
      
    • Power Point in PDF
      
    • AASA Update (6/12)
  • Tucson Unified School District  (see how they approached the work) 
    • Learning Supports System Brochure
    • job description for the Learning Supports Coordinators
  • Detroit, MI
  • Harrisburg, PA
  • Los Angeles, CA
  • Madison, WI
  • Multnomah Co., OR
  • Richland 2, Columbia, SC
  • St. Paul, MN
  • Somerset County, MD

Over the long run, the lessons are clear: New directions are undertaken because pioneers and trailblazers lead the way Wherever the move toward new directions is initiated, attention must turn as soon as feasible to enlisting a broad-based policy commitment Policy supporting new directions minimally must ensure adoption of a unifying and comprehensive intervention framework redesign of operational infrastructure (including job roles and functions) to develop and weave together school and community resources into a unified system and develop the system into a comprehensive approach over time capacity building for the type of systemic changes required for effective implementation, replication, and going-to-scale. To do less is to ensure that initial efforts to pursue fundamental new directions for student and learning supports are not sustained.  Based on all that has been learned so far, there are major implications for the impending reauthorization of the federal Elementary and secondary Education Act (No Child Left Behind Act).

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Interested in learning more,
contact: Linda Taylor at: ltaylor@ucla.edu

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