The Learning Support Continuum:
A Linkage Protocol Technical
Assistance Guide for School Social
Workers, Mental Health
Professionals, and Educators
Midwest School Social Work Council Conference
October 5, 2007
Dawn Anderson-Butcher, Ph.D, LISW
Rebecca Wade-Mdivanian, MSW, LSW
Aidyn Iachini, M.A.
Ohio Department of Education
Logic Model
Students receive high
quality instruction
aligned with academic
content standards
Students have the right
conditions and
motivation for learning
(Fall, 2004)
HIGHER
ACHIEVEMENT
FOR ALL
STUDENTS
It is Difficult to Get the Conditions Right for
Some of Our Kids
Parents Did
Not Do Well
in School
Alcoholic
Mother
Depressed
Poor Health
Isolated
Smart &
Bored
Abused
Hungry
Learning Supports
Effective Practice Integration Council
School Improvement Safe Schools, Healthy Students
PBIS/OISM
Social and Emotional Learning OCCMSI
Access to Better Care
Wraparound Partnerships for Success Parent/Family Initiatives
Ohio Mental Health Network for School Success Wellness Policies
Shared Agenda NCLB Ohio Integrated Services Model (OISM)
ADAMH Boards
Bullying Policy (HB 276) Care Teams
Eliminating Barriers Initiative
Family and Children First Councils
A New Day (TSIG) Ohio’s Shared Prevention Framework
School Climate Guideline Safe and Drug-Free Schools IDEA
21st Century Community Learning Centers
Systems of Care
Coordinated School Health Programs Ohio After-School Network
Academic
Outcomes
Getting the
Conditions
Right!!!!
OCCMSI Model Summary
Expands from traditional school reform/
improvement priorities
 Building blocks of ‘getting the conditions
right’

–
–
–
–
–

Academic learning
Youth development
Parent/family engagement and support
Health and social services
Community partnerships
Connected with school and district
continuous improvement planning
processes (CIP; SIP)
OCCMSI Pilots
USDOE Grant: The Integration of Schools &
Mental Health Systems in Ohio
Ohio Community Collaboration Model for School Improvement
Health and Social Services Pathway
Conditions and Resource
Assessment Process
Accountabilities
Program and Service Strategies
Effort
Immediate/Intermediate Outcomes
Long-term Outcomes
Academic Learning
Curriculum alignment
Supplemental services
Effective Academic and Instructional
Effort and Impact
After-school enrichment
Others...
Academic Outcomes
Youth Development
Service learning activities
Assessment of
Conditions and
Resources
Gap Analysis
Identification of
student social and
health needs
Identification of
potential health and
social resources
Getting The Conditions
Right
Prevention curriculum
After-school programs
Implementation
of a multifaceted school
improvement
model with
speciallydesigned
programs and
services.
Analysis of the gaps
between conditions
and resources
Individual and Peer
Outcomes
Others...
Parent/Family Engagement
and Support
Parent/teacher organization
Parent and Family
Outcomes
Family resource center
All children and
youth succeed in
school and are
prepared for a
successful transition
to adulthood
Others...
Health and Social Services
School-based health center
School
Outcomes
Referrals for services
Others...
Community Partnerships
Business investment in school
Community
Outcomes
Neighborhood block watch
Ohio Reads volunteers
Others...
Ohio Department of Education, 2006
Evaluation and Feedback/Continuous Improvement
Well-being Outcomes
Overarching Goals of USDOE Grant

Implementation of OCCMSI at the locallevel
– Fostoria Community Schools
– Lima City Schools (Freedom Elementary
School & South Middle School)

Development of tools/resources
– School Linkage Protocol Technical Assistance
Guide

Cultivation of state & national partnerships
School Linkage Protocol
Technical Assistance Guide
School Linkage Protocol Technical
Assistance Guide

Designed to:
– Foster linkages and strategic connections across individuals and
systems working within schools and communities
– Plan and guide the design of learning supports in schools
– Serve as a tool that may be used to guide professional
development opportunities for individuals working in and within
schools
– Focus strategies of districts, schools, and community partners as
they support academic achievement and healthy development

Developed for:
– School administrators, educators, school supportive service staff,
school-based mental health providers, parents/guardians, and
community –based service providers
The Learning Support Continuum
Systems of
Intervention/Treatment
Students with Problems
Systems of Early
Intervention
Students At-Risk
Systems of Prevention
and Promotion
All Students
School, Family and Community Partnerships
(Zins, 2006)
Prevention & Promotion Strategies
Designed to promote
positive, healthy
development among
all students by
fostering protective
factors and other
assets that contribute
to positive outcomes.
 Aimed at all students
within the school
community

School Resources
Community Resources
(facilities, stakeholders,
programs, services)
(facilities, stakeholders,
programs, services)
Example Prevention and
Promotion Strategies
Example Prevention and
Promotion Strategies
● General health education
● Public health and safety
● Prevention programs
Programs
● Support for transitions
● Prenatal care
● School climate initiatives
● Immunizations/vaccinations
● Nutrition programs
● Recreation and enrichment
● Youth development
● Child abuse education
● Physical education; recess
● Early childhood programs
● Employee health promotion
● Child abuse/neglect prevention
● Staff tuberculosis screening
● Mental health and depression
awareness
(Modified from Adelman & Taylor, 1998)
Early Intervention & Identification
Strategies


Designed to identify and
address the early onset of
risk factors and/or nonacademic barriers to
learning among students
at-risk for academic
failure and other problem
behaviors.
Aimed at students at-risk
or initially displaying signs
and symptoms of
problems
Example Early Intervention
Strategies
Example Early Intervention
Strategies
● Drug/alcohol counseling
● Early identification to treat health
problems
● Pregnancy programs
● Monitoring health problems
● Violence interventions
● Short-term counseling
● Dropout/ truancy programs
● Family support
● Learning/behavior
accommodations
● Foster placement/group homes
● Work and GED programs
● Shelter, food clothing
● Free/reduced lunch programs
● Job programs
● Tracking/mentoring
● Vision/hearing/dental screening
● Employee Assistance programs
● Case management
● Student assistance teams
● Mental health screening
(Modified from Adelman & Taylor, 1998)
Intervention/Treatment Strategies


Designed to address the
intensive needs of
students who are
experiencing severe
and/or chronic problems
and needs.
Addresses the needs of a
small group of students
who have chronic or
sever problems who
require intensive
interventions or
treatments.
Example Treatment/Intervention
Strategies
Example Treatment/Intervention
Strategies
● Special education for learning
● Emergency/crisis treatment
disabilities, emotional
disturbances
● Family preservation
and other health impairments
● Long-term therapy
● 504 plans and other
accommodations
● Probation/incarceration
● Crisis intervention
● Disabilities programs
● Hospitalization
● Drug/alcohol treatment
(Modified from Adelman & Taylor, 1998)
Potential Building-Level Continuum
of Services
District-Wide Service
Delivery Team
County Cluster Team
Individualized Education
Planning Team (Special
Education)
Systems of
Care
Crisis
Intervention
Targeted Interventions
(Counseling, tracking,
treatment, etc)
Intervention/Treatment
School Support Team
(IAT)
Attendance/
Behavior Team
Supportive Service Staff and
Administration Services
Teacher Assistance Team
Individual Teacher Problem Solving
Communication with Student and Parent/Guardian
Recognition of Problems with Individual Students by Educators,
Parents/Guardians, and Others
Classroom Management
And School Climate
Quality, Individualized, and
Engaging Instruction
Youth Development
Prevention and Promotion
(Anderson-Butcher, 2005; The early intervention tier is expanded from Zins et
al, 1989).
Tools for Use Within Schools













Student Behavioral Referral
Teacher/School Staff Referral for Assessment
Authorization for Release of Information
Consent for Services
Intensive Assessment
Case Team Meeting Agenda
Case Team Meeting Report
Confidentiality Agreement for Case Team Meeting
Student Intervention Plan
Referral Tracking
Home Visit Report
Student Contact Report
Student Progress Report
Tools for Use as Schools Work with
the Community
Statement of Assurances
 Memorandum of Understanding
 Inter-agency Referral Form

Dissemination & Implementation of
Linkage Protocol


Fostoria Community Schools
Two-day training with school-based teams
– First Day:
 Identified needs/resources by building
 Determined priority needs by building based on data
 Examined potential linkages with existing resources Second day:
– Second Day:
 Used evaluation data from first training to guide content for the
second meeting
 Staff indicated that they would like more information on available
resources both internal/external to the school
 Overviewed existing resources & how to access them
 Introduced two new mental health service providers that were colocated in the district
Informing State Policy Guidelines for a Comprehensive
System of Learning Supports
What is A Comprehensive
System of Learning Supports?

Provides a systemic approach for diagnosing academic
and nonacademic needs of all students; not a
prescription

Designed to get the appropriate services to the right
students through the appropriate means

Non-categorical requirements to get services
Seven Learning Support Guidelines







System requirements: Planning and
implementation
Instructional management: Prompt learning
supports
Accountability: Follow through and evaluation
Data-informed decision making: Knowing what
students need
Fiscal resources: Budgeting based on need
Human resources: Qualified personnel
Community engagement: Shared responsibility
and resources
System Requirements

District and schools develop written plans for
a comprehensive learning support system
through a continuous improvement process.
This plan accounts for the needs of all
learners, including students who are below or
at risk of being below grade level
expectations and those with accelerated
abilities.
Instructional Management

Districts and schools provide a system of
prompt learning supports that includes
research and evidence-based strategies
aligned to Ohio’s Academic Content
Standards, School Climate Guidelines, and
the Educator Standards.
Accountability

Districts and schools have a written
accountability plan that contains methods
and strategies to measure the impact of
the foundation and instructional and
student support interventions provided to
correct achievement discrepancies.
Data-Informed Decision
Making

Districts and schools collect and use
assessment data, including assessment
of non-academic barriers, to identify
students and to provide appropriate
interventions in the intensity required to
ensure academic success for each
student.
Fiscal Resources

Districts use individual building data and
collaboratively plan to allocate and
leverage appropriate resources to
schools for supporting and implementing
effective instructional and student
support interventions.
Human Resources
 District
and community-based
providers are appropriately degreed,
licensed/certificated to provide
appropriate intervention programs
and services.
Community Engagement

Districts and schools leverage
community resources, service providers
and families to provide instructional and
student support interventions to
complement existing school-based
foundation services and interventions.
A Systems Approach to Education
Accountability
System
Requirements
Human
Resources
DataInformed
Decision
Making
Instructional
Management
Community
Engagement
Fiscal
Resources
District
Superintendent,
CEO,
and Central Office
Administration
Adoption of System of
Learning Supports
Feeder System
Principals and Middle
Managers
Building
Principals, Teachers,
School
Staff, and Practitioners
District-Level
Policy
Changes
Reorganizing
District Office
-Roles/Responsibilities
-Resources
Expanded
District CCIP
Inter-School and Community
Articulations and Planning
Structures for Resource
Maximization,
Transitions, Resource Sharing,
Family Support, etc.
Expanded SIP
Planning
Evaluation
District, Feeder, and School Implementation
Implementation
Example SchoolBased Resources
·
·
·
·
·
·
·
·
·
·
·
·
·
Supplemental
services
School climate
initiatives
Classroom-based
management
Social skills and
prevention
curricula
After-school
programs
School
counseling,
nursing, and
social work
services
Parent
involvement and
leadership
Truancy programs
Nutrition and free/
reduced lunch
Special education
Accommodation
and 504 plans
Intervention
assistance teams
Health and
physical
education
Comprehensive System of
Learning Supports*
Example SchoolLinked and
Community-Based
Resources
·
·
Intensive Interventions
(Students with Extensive Needs)
·
·
Early Targeted Instructional and Support Interventions
(Students at-Risk or Gifted/Talented)
·
·
Foundation
Instructional and Support System
(All Students)
·
·
·
·
·
·
·
Immunizations/
vaccinations
Early childhood
programs
Community youth
development
programs
Public health/
safety programs
Vision/hearing/
dental screening
Parent/family
support and
resource centers
Shelter/food/
clothing
assistance
Short- and longterm counseling
Case
management
Emergency/crisis
treatment
Systems of care
Drug/alcohol
treatment
Juvenile justice
and probation
School-Family-Community Partnerships
*Guidelines adopted by the Ohio School Board in July, 2007
Pulling It All Together

Some students need additional experiences and
extended learning opportunities to succeed

Accountability is more than the “three-legged
stool”