Next:
A look at what’s involved in
getting from here to there
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What’s Involved in
Getting from Here to There?
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How do we get from here to there?
Is this your systemic change process?
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Good ideas and missionary zeal are
sometimes enough to change the
thinking of individuals; they are
rarely, if ever, effective in changing
complicated organizations (like the
school) with traditions, dynamics,
and goals of their own.
Seymour Sarason
4
Getting from Here to There & Planning Next Steps
>Old Ideas from which We Need to Escape
>Phasing in: Overview of Major Phases and Steps in
Establishing a Comprehensive System of Learning Supports
>Some Key Mechanisms to Facilitate Systemic Change
>Learning Supports Coordinators as Change Agents who
Facilitate Development of a Learning Supports Systemic
Component at a School
>Three Key Policy Considerations
Seven Steps for Principals and Their Staff in Establishing a
Unified and Comprehensive System of Learning Supports
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Understanding Processes and Problems
Related to System Transformation as a
Basis for Strategic Planning and
Sustainable Implementation
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The real difficulty in changing
the course of any enterprise lies
not in developing new ideas
but in escaping old ones.
John Maynard Keynes
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Implementing innovation
Systemic change
=
=
Escaping old ideas
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(2) Thinking that addressing barriers for the many
students in need can be accomplished by
continuing to overemphasize one-on-one direct
services and paying sparse attention to
classroom and school wide interventions that
can reduce the need for such services.
(3) Thinking that improving student and learning
supports mainly involves enhancing
coordination of interventions instead of
transforming the enterprise into a
comprehensive system that is fully integrated
into school improvement policy and practice.
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(4) Thinking that adopting a continuum of
interventions is a sufficient framework
for transforming current
student/learning support services.
(5) Thinking that co-locating community
resources on school campuses is the
same as systematically integrating
community resources to fill critical
intervention gaps at schools and
enhance community engagement.
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(6) Thinking that development of a
system that transforms and sustains
how schools address barriers to
student learning can be accomplished
without a well developed strategic plan
for systemic change and personnel
who have the capacity to effect the
changes.
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I think we’re finally
making progress
\
grant
\
But unfortunately, our
ends in three months.
/
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Expanded Frameworks for
School Improvement Policy
and Accountability
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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
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The Council of Chief State School Officers has adopted
the following as the organization’s mission
statement:
CCSSO, through leadership, advocacy, and service,
assists chief state school officers and their
organizations in
achieving the vision of an American education
system that enables all children to succeed in
school, work, and life.
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AASA as part of its Educating the Total
Child initiative stresses:
Only when children have support for all
their needs will schools have a real
chance of helping every student master
required education concepts and skills.
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Sustainable Systemic Transformation:
Overview of Major Phases and Steps
First Phase –
Orientation: Creating Readiness & Commitment
Second Phase –
Start-up and Phase-in:
Building Infrastructure and Capacity
Third Phase –
Sustaining, Evolving, and Enhancing Outcomes
Fourth Phase –
Generating Creative Renewal and Replication to Scale
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Examples of Functions & Tasks
for
First and Second Phases
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First Phase Examples –
Creating Readiness and Commitment
• Introduce basic ideas to relevant groups of stakeholders to
build interest and consensus for the work and to garner
feedback and support
• Establish a policy framework and obtain leadership
commitment – the leadership should make a commitment
to adopt a comprehensive system for addressing barriers
to learning and teaching as a primary and essential
component of school improvement
• Identify a leader (equivalent to the leader for the
instructional component) to ensure policy commitments
are carried out for establishing the new component
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Second Phase Examples –
Start-up and Phase-in:
Building Infrastructure and Capacity
• Establish and prepare temporary
mechanisms to facilitate transformation
(external partners for guiding change,
steering, leader, organization change
facilitators)
• Formulate specific start-up and phase-in
action plan
• Formative evaluation process to
monitor and guide progress
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Some Key Process Functions
> Ongoing planning
> Facilitating communication
> Information management
> Problem solving
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Some Key Mechanisms
Governance
body
Steering
body
External partners
for guiding
transformation
Transformation
Leader &
change agent staff
including mentors
& coaches
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About Designated Agents of Change
• Need to understand the process of
systemic transformation (diffusion of
innovation)
• Need to understand the organization’s
culture and politics
• Must have full administrative support for
facilitating the designated changes
Examples of What Change Agents Do
• Promote readiness and commitment to vision and
outcomes (“social marketing”)
• Facilitate initial and ongoing refinement of
agreements (about frameworks, strategies)
• Facilitate strategic and action planning for start-up &
phase-in
• Facilitate reworking of operational infrastructure
• Build capacity – coach, mentor, teach (creating a
good fit by matching both motivation and capability)
• Facilitate formative evaluation
• Ensure a focus on sustainability and scale-up
Steering the Transformation with the Support
of External Partners
External partners help with system transformation by
(1) clarifying prototypes for
>transformation design
>strategic sustainable systemic change
(2) guiding/facilitating the design process
(3) guiding/facilitating the strategic planning process
(4) guiding/facilitating capacity building through each phase
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When it comes to policy, we emphasize the analysis
of the Carnegie Task Force on Education. They
conclude:
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.
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Three Key Policy Concerns
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Moving from a Two- to a Three-component
Framework for School Improvement
Moving toward a Comprehensive System of Learning Supports
Direct Facilitation of Learning
Addressing Barriers to Learning
& Development
& Teaching
Instructional/
Developmental
Component
Learning Supports
Component
Management
Component
Governance and Resource Management
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Policy Umbrella for School Improvement Planning Related to
Addressing Barriers to Learning
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
>student & family engagement programs
Governance and Resource Management
(Management Component)
>special education programs
>mandates stemming from the No Child Left
Behind Act & other federal programs
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Policy Focus Includes an Expanded Framework for School Accountability that
Encompasses an Enabling or Learning Supports Component
Indicators of
Positive
Learning and
Development
High Standards
for Academics
>measures of cognitive
achievements
High Standards for
Learning/Development
Related to Social &
Personal Functioning
>measures of engagement
and social emotional
learning
Benchmark
Indicators of
Progress in
Addressing
Barriers &
(Re-)engaging
Students in
Classroom
Learning
"Community
Report Cards"
>increases in
positive
indicators
High Standards for Enabling
Learning and Development
>decreases in
negative
indicators
>measures of effectiveness in addressing barriers
>increased attendance & family involvement
>reduced tardies & misbehavior and bullying
>fewer inappropriate referrals for specialized
assistance & special education
>fewer suspensions & dropouts
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Linked Logic Models:
Understanding the Linkages between
(a) desired school transformations
and
(b) getting from here to there
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Linking Logic Models for School Improvement and System Change
• desired interventions
• “getting from here to there” (e.g., systemic changes)
Vision/
Mission/ Aims/
Rationale
for applying a
prototype
In real world
settings
Resources
to be (re)deployed
and woven together
for pursuing desired
Organization
improvements
General
Functions
& Major Tasks,
Activities, &
Phases
for pursuing
desired
organization
Improvements
In keeping with
mission
Infrastructure
& Strategies
Interconnected
mechanisms for
implementing
functions &
accomplishing
intended outcomes
Positive & Negative
Outcomes
Formative/summative
evaluation and
accountability
Prototype
Outcome Indicators
ShortIntermed. Longterm
term
(benchmarks)
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Linking Logic Models for School Improvement and Systemic Change
• desired interventions
• “getting from here to there” (e.g., systemic changes)
Vision/Aims/
Rationale
Resources
for applying
a prototype
In a real world
setting
to be (re)deployed
and woven together
for pursuing desired
School improvements
General
Functions
& Major Tasks,
Activities, &
Phases
for pursuing
desired school
improvements
Infrastructure
& Strategies
Interconnected
mechanisms for
implementing
functions &
accomplishing
intended outcomes
Positive & Negative
Outcomes
Formative/summative
evaluation and
accountability
School Improvement
Outcome Indicators
ShortIntermed. Longterm
term
(benchmarks)
for systemic
changes
to accomplish the
above (e.g., image
of future system;
understanding of
how organizations
change)
to be
(re)deployed
for pursuing
necessary
systemic
changes
for pursuing
necessary
systemic
changes
Interconnected
Temporary
mechanisms to
guide and facilitate
Systemic changes
(e.g., leadership for
change, steering
group, organization
facilitators)
Systemic change
Outcome Indicators
ShortIntermed. Longterm
term
(benchmarks)
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Seven Steps for Principals and Their Staff
In Establishing a Unified and Comprehensive System
of Learning Supports
Step 1: Create Readiness and School Site Commitment.
Step 2: Appoint a Lead for System Development.
Step 3: Establish a Development Team to Work with the
Administrative Lead (e.g., Learning Supports
Leadership Team)
Step 4: Conduct Indepth and Ongoing Analyses to Determine
Gaps, Priorities, and Resource Deployment.
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Seven Steps for Principals and Their Staff
In Establishing a Unified and Comprehensive System
of Learning Supports
Step 5: Form and Facilitate Needed Workgroups.
Step 6: Provide Ongoing Professional and Other
Stakeholder Development .
Step 7: Use Formative Evaluation to Support Progress.
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To Recap:
Efforts to establish and sustain a Learning Supports
Component must be designed and implemented in ways
that
•
integrate the Component fully with the
instructional mission and avoid project mentality
•
ensure someone is taking responsibility for
facilitating the enhancement of motivational
readiness for change
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To recap:
•
use all available, relevant data and other
information related to needs, resource use,
cost-effectiveness, etc. in clarifying why
proposed changes are essential and feasible
•
emphasize redeployment of current resources
so that as many recommendations as feasible
are based on existing resources
•
establish a high level cadre of “champions”
to advocate for, steer, and expedite systemic
changes and replication to scale
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Next:
Team Planning for Next Steps
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Template to Stimulate Planning of Next Steps
1. Presentation to district office staff and other key
stakeholders of basic ideas about developing a
comprehensive system of learning supports
2. Establish an administrative leader and steering team
(e.g., a Learning Supports Resource Team) and
charge them with the multi-year development of a
sustainable comprehensive system of learning
supports
3. Leader establishes a work group to review design
prototype and adapt it into a district design
document
(cont.)
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4. Superintendent and learning supports administrative leader present
the design to the school board and then communicate it throughout
the district (emphasizing its transformative intent)
5. Superintendent fully integrates this system for addressing barriers to
learning and teaching into district policy as a primary and essential
component of school improvement (with accountability indicators
directly focused on what the component is designed to do in the
initially and over time)
6. Learning supports administrator establishes a workgroup to review
and adapt the prototype for a multi-year strategic plan for rolling out
and sustaining the system (i.e., produces a strategic plan covering the
systemic change phases and tasks – including plans for an
operational and systemic change infrastructure, capacity building, and
evaluation – formative and summative)
7. Learning supports administrator establishes a workgroup to prepare
an action plan for year 1 implementation
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UCLA Web site
 The Center at UCLA has extensive resources which
are free and readily accessible online. These include:
 Resources to help meet daily needs related to student
learning, behavior, and emotional concerns
 Policy and practice analyses to help rethink current student
and learning supports
 A toolkit to help design and implement a comprehensive
learning support system, and more . . .
• http://smhp.psych.ucla.edu/
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Online Technical Assistance
 The Center at UCLA provides regular responses to all relevant
technical assistance inquiries.
 Our powerpoint presentations are available to you on request.
• Contact: Ltaylor@ucla.edu
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“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
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