ࡱ> a7 XbjbjUU 7|7|uTLl8888888L```8,L0.\^A H!|"@0000000"2 B408E" @A E"E"0w#88G0w#w#w#E"880w#E"0w# w#+/88+/P zL`["^+/+/l000+/4"4+/w#LL8888Arizona Department of Education AIMS Intervention and Dropout Prevention Program Toolkit Research Articles Article Title: Enhancing Classroom Approaches for Addressing Barriers to Learning: Classroom-Focused Enabling Article Citation: Adelman, H. & Taylor, L. (2001). Enhancing Classroom Approaches for Addressing Barriers to Learning: Classroom-Focused Enabling. School Mental Health Project, Dept. of Psychology, UCLA, Los Angeles, CA. Themes Cited in this Article: Assessment Strategies Continuity of Support Across Grade Levels Individualized Learning Instructional Strategies Parent & Family Involvement Partnerships/Linkages Prevention and Social Services Resources School Completion Staffing/Staff effectiveness Student Responsibility for Learning Introduction/ Abstract: This is a comprehensive manual for practitioners on addressing barriers to learning compiled by Adelman and Taylor for their School Mental Health Project. This manual is available at:  HYPERLINK "http://smhp.psych.ucla.edu/" http://smhp.psych.ucla.edu/ click on resources and publications, then click on continuing education modules or go to  HYPERLINK "http://smhp.psych.ucla.edu/pdfdocs/contedu/cfe.pdf" http://smhp.psych.ucla.edu/pdfdocs/contedu/cfe.pdf We have summarized the introductory section of this manual that contains a very useful framework. In addition, the manual contains detailed information on what is good teaching; strategies for facilitating motivated performance and practice; special classroom assistance to engage, guide and support those who need more; using technology in the classroom; and more.  School Completion: Current School Reforms and Addressing Barriers to Student Learning It is easy to say that schools must ensure that all students succeed. If all students came ready and able to profit from high standards curricula, then there would be little problem. But all encompasses those who are experiencing external and internal barriers that interfere with benefiting from what the teacher is offering. Thus, providing all students an equal opportunity to succeed requires more than higher standards and greater accountability for instruction, better teaching, increased discipline, reduced school violence, and an end to social promotion. It also requires a comprehensive, multifaceted approach to barriers to learning and teaching. (p.4) Moving to a 3-Component Model for School Reform With the full continuum in mind, pioneer initiatives around the country are demonstrating the need to rethink how schools and communities can meet the challenge of addressing persistent barriers to student learning. Such work points to the need to expand prevailing thinking about school reform. That is, it underscores that (a) current reforms are based on an inadequate two component model for restructuring schools and (b) movement to a three component model is necessary if schools are to benefit all young people appropriately (see Figure 2). p.8  EMBED Word.Picture.8  *The third component (an enabling component) is established in policy and practice as primary and essential and is developed into a comprehensive approach by weaving together school and community resources. A three-component model calls for elevating efforts to address barriers to development, learning, and teaching to the level of one of three fundamental and essential facets of education reform. We call this third component an Enabling Component. p.9 The Enabling Component: A Comprehensive, Multifaceted Approach for Addressing Barriers to Learning Such an approach weaves six clusters of enabling activity into the fabric of the school to address barriers to learning and promote healthy development for all students.  p.11 Adapted from: H.S. Adelman & L Taylor (1994). On understanding intervention in psychology and education. Westport, CT: Praeger.  Curriculum Areas for an Enabling Component (from pp. 12 & 13)  Staffing/Staff Effectiveness & Instructional Strategies: (see more on Instructional Strategies  HYPERLINK \l "instruction2" below) (1) Enhancing teacher capacity for addressing problems and for fostering social, emotional, intellectual and behavioral development. When a classroom teacher encounters difficulty in working with a youngster, the first step is to see whether there are ways to address the problem within the classroom and perhaps with added home involvement. It is essential to equip teachers to respond to garden-variety learning, behavior, and emotional problems using more than social control strategies for classroom management. Teachers must be helped to learn many ways to enable the learning of such students, and schools must develop school-wide approaches to assist teachers in doing this fundamental work. The literature offers many relevant practices. A few prominent examples are: pre-referral intervention efforts, tutoring (e.g., one-to-one or small group instruction), enhancing protective factors, and assets building (including use of curriculum based approaches to promoting social emotional development). Outcome data related to such matters indicate that they do make a difference (see accompanying Resource Aid Packet).  Continuity of Support Across Grade Levels: (2) Enhancing school capacity to handle the variety of transition concerns confronting students and their families. It has taken a long time for schools to face up to the importance of establishing transition programs. In recent years, a beginning has been made. Transition programs are an essential facet of reducing levels of alienation and increasing levels of positive attitudes toward and involvement in school and learning activity. Thus, schools must plan, develop, and maintain a focus on transition concerns confronting students and their families. Examples of relevant practices are readiness to learn programs, before, during, and after school programs to enrich learning and provide safe recreation, articulation programs (for each new step in formal education, vocational and college counseling, support in moving to and from special education, support in moving to post school living and work), welcoming and social support programs, to and from special education programs, and school-to-career programs. Enabling successful transitions has made a significant difference in how motivationally ready and able students are to benefit from schooling.  Prevention & Social Services: (3) Responding to minimizing impact, and preventing crises. The need for crisis response and prevention is constant in many schools. Such efforts ensure assistance is provided when emergencies arise and follow-up care is provided when necessary and appropriate so that students are able to resume learning without undue delays. Prevention activity stresses creation of a safe and productive environment and the development of student and family attitudes about and capacities for dealing with violence and other threats to safety. Examples of school efforts include (1) systems and programs for emergency/crisis response at a site, throughout a complex/family of schools, and community-wide (including a program to ensure follow-up care) and (2) prevention programs for school and community to address safety and violence reduction, child abuse and suicide prevention, and so forth. Examples of relevant practices are establishment of a crisis team to ensure crisis response and aftermath interventions are planned and implemented, school environment changes and safety strategies, and curriculum approaches to preventing crisis events (violence, suicide, and physical/ sexual abuse prevention). Current trends stress school- and community-wide prevention programs (cont.)  Parent & Family Involvement: (4) Enhancing home involvement. In recent years, the trend has been to expand the nature and scope of the schools focus on enhancing home involvement. Intervention practices encompass efforts to (1) address specific learning and support needs of adults in the home (e.g., classes to enhance literacy, job skills, ESL, mutual support groups), (2) help those in the home meet their basic obligations to their children, (3) improve systems to communicate about matters essential to student and family, (4) enhance the home-school connection and sense of community, (5) enhance participation in making decisions that are essential to the student, (6) enhance home support related to the students basic learning and development, (7) mobilize those at home to problem solve related to student needs, and (8) elicit help (support, collaborations, and partnerships) from those at home with respect to meeting classroom, school, and community needs. The context for some of this activity may be a parent center (which may be part of the Family and Community Service Center Facility if one has been established at the site).  Partnerships/ Linkages: Resources: (5) Outreaching to the community to build linkages and collaborations. The aim of outreach to the community is to develop greater involvement in schooling and enhance support for efforts to enable learning. Outreach may be made to (a) public and private community agencies, colleges, organizations, and facilities, (b) businesses and professional organizations and groups, and (c) volunteer service programs, organizations and clubs. Efforts in this area might include 1) programs to recruit and enhance community involvement and support (e.g., linkages and integration with community health and social services; cadres of volunteers, mentors, and others with special expertise and resources; local businesses to adopt-a-school and provide resources, awards, incentives, and jobs; formal partnership arrangements), 2) systems and programs specifically designed to train, screen, and maintain volunteers (e.g., parents, college students, senior citizens, peer and cross-age tutors/counselors, and professionals-in-training to provide direct help for staff and students--especially targeted students), 3) outreach programs to hard-to-involve students and families (those who dont come to school regularly--including truants and dropouts), and 4) programs to enhance community-school connections and sense of community (e.g., orientations, open houses, performances and cultural and sports events, festivals and celebrations, workshops and fairs). A Family and Community Service Center Facility might be a context for some of this activity. (Note: When there is an emphasis on bringing community services to school sites, care must be taken to avoid creating a new form of fragmentation where community and school professionals engage in a form of parallel play at school sites.) (6) Providing special assistance for students and families. Some problems cannot be handled without a few special interventions; thus the need for student and family assistance. The emphasis is on providing special services in a personalized way to assist with a broad range of needs. School-owned, - based, and -linked interventions clearly provide better access for many youngsters and their families. Moreover, as a result of initiatives that enhance school-owned support programs and those fostering school-linked services and school-community partnerships (e.g., full service schools, family resource centers, etc.), more schools have more to offer in the way of student and family assistance. In current practice, available social, physical and mental health programs in the school and community are used. Special attention is paid to enhancing systems for pre-referral intervention, triage, case and resource management, direct services to meet immediate needs, and referral for special services and special education resources and placements as appropriate. A growing body of data indicates the current contribution and future promise of work in this area.  Individualized Learning: Personalized Instruction: The Foundation of Classroom-Focused Enabling (p.19) Some Basic Assumptions Underlying Personalized Programs Learning is a function of the ongoing transactions between the learner and the learning environment (with all it encompasses). Optimal learning is a function of an optimal match between the learners accumulated capacities and attitudes and current state of being and the programs processes and content. Matching both a learner's motivation and pattern of acquired capacities must be primary procedural objectives. The learners perception is the critical criterion for evaluating whether a good match exists between the learner and the learning environment. The wider the range of options that can be offered and the more the learner is made aware of the options and has a choice about which to pursue, the greater the likelihood that he or she will perceive the match as a good one. p. 20  Student Responsibility for Learning Besides improved learning, personalized programs enhance intrinsic valuing of learning and a sense of personal responsibility for learning. Furthermore, such programs increase acceptance and even appreciation of individual differences, as well as independent and cooperative functioning and problem solving. Properly implemented, personalization can help establish a classroom atmosphere that encourages mutual support and caring and creates a sense of community. All this can play a role in preventing learning, behavior, and emotional problems. This probably is even more the case when the school-wide context fosters a sense of personal caring and mutual support, and probably is further enhanced when the surrounding neighborhood is supportive and caring. p.20  Instructional Strategies Assessment Strategies  Special Classroom Assistance to Engage, Guide, and Support Those Students Who Need More A significant number of problems may be alleviated and others prevented through personalized instruction. General strategies, however, often are not enough. At times, any student may need special classroom assistance to engage, guide, and support performance and learning. Such assistance may just be an extension of general strategies. However, when the best application of general strategies is ineffective, it may also include intensive forms of specialized strategies in- and out-of-the classroom. In all cases, the intent is to improve the match between the program and a learner's current levels of motivation and capability. Perhaps the major factor differentiating special classroom assistance from regular teaching is the need for a teacher to find ways to establish an appropriate match for learners who are having problems. Often, a great deal of the process is a matter of trial and appraisal. Thus, those available to work with the youngster in the classroom (e.g., the teacher, an aide, a volunteer, a resource teacher) must take the time to develop an understanding of the learner (e.g., strengths, weaknesses -- including missing prerequisites and interfering behaviors and attitudes, limitations, likes, dislikes). There also must be access to, control over, and willingness to use a wide range of learning options and accommodations. And, there may be a necessity to reduce levels of abstraction, intensify the way stimuli are presented and acted upon, and increase the amount and consistency of guidance and support -- including added reliance on other resources. p.22 It should be stressed that special assistance is not synonymous with either special education or special placements. Once one escapes from the debate over where a youngster should be taught, the concern shifts to fundamental factors that must be considered in meeting students' learning, behavioral, and emotional needs and doing so with the least intervention. Is there a full array of programs and services designed to address factors interfering with learning and teaching Is there an appropriate curriculum (that includes a focus on areas of strength and weakness and that encompasses prerequisites that may not have been learned, underlying factors that may be interfering with learning, and enrichment opportunities)? Do staff have the ability to personalize instruction/structure teaching in ways that account for the range of individual differences and disabilities in the classroom (accounting for differences in both motivation and capability and implementing special practices when necessary)? Does the student-staff ratio ensure the necessary time required for personalizing instruction, implementing remediation, and providing enrichment? p.23 Meaningful, Engaged Learning (excerpted from article on NCREL: North Central Regional Educational Laboratory) In recent years, researchers have formed a strong consensus on the importance of engaged learning in schools and classrooms. This consensus, together with a recognition of the changing needs of the 21st century, has stimulated the development of specific indicators of engaged learning. Jones, Valdez, Nowakowski, and Rasmussen (1994) developed the indicators described below . . . 1. Vision of Engaged Learning Successful, engaged learners are responsible for their own learning. These students are self-regulated and able to define their own learning goals and evaluate their own achievement. They are also energized by their learning, their joy of learning leads to a lifelong passion for solving problems, understanding, and taking the next step in their thinking . . . 2. Tasks for Engaged Learning In order to have engaged learning, tasks need to be challenging, authentic, and multidisciplinary. Such tasks are typically complex and involve sustained amounts of time. They are authentic in that they correspond to the tasks in the home and workplaces of today and tomorrow. Collaboration around authentic tasks often takes place with peers and mentors within school as well as with family members and others in the real world outside of school. These tasks often require integrated instruction that incorporates problem-based learning and curriculum by project. 3. Assessment of Engaged Learning Assessment of engaged learning involves presenting students with an authentic task, project, or investigation, and then observing, interviewing, and examining their presentations and artifacts to assess what they actually know and can do. This assessment, often called performance-based assessment, is generative in that it involves students in generating their own performance criteria and playing a key role in the overall design, evaluation, and reporting of their assessment. The best performance-based assessment has a seamless connection to curriculum and instruction so that it is ongoing. Assessment should represent all meaningful aspects of performance and should have equitable standards that apply to all students. 4. Instructional Models & Strategies for Engaged Learning The most powerful models of instruction are interactive. Instruction actively engages the learner, and is generative. Instruction encourages the learner to construct and produce knowledge in meaningful ways. Students teach others interactively and interact generatively with their teacher and peers . . . 5. Learning Context of Engaged Learning For engaged learning to happen, the classroom must be conceived of as a knowledge-building learning community. Such communities not only develop shared understandings collaboratively but also create empathetic learning environments that value diversity and multiple perspectives. These communities search for strategies to build on the strengths of all of its members . . . 6. Grouping for Engaged Learning Collaborative work that is learning-centered often involves small groups or teams of two or more students within a classroom or across classroom boundaries. Heterogeneous groups (including different sexes, cultures, abilities, ages, and socioeconomic backgrounds) offer a wealth of background knowledge and perspectives to different tasks. Flexible grouping, which allows teachers to reconfigure small groups according to the purposes of instruction and incorporates frequent heterogeneous groups, is one of the most equitable means of grouping and ensuring increased learning opportunities. 7. Teacher Roles for Engaged Learning The role of the teacher in the classroom has shifted from the primary role of information giver to that of facilitator, guide, and learner. As a facilitator, the teacher provides the rich environments and learning experiences needed for collaborative study. The teacher also is required to act as a guide--a role that incorporates mediation, modeling, and coaching. Often the teacher also is a co-learner and co-investigator with the students. 8. Student Roles for Engaged Learning One important student role is that of explorer. Interaction with the physical world and with other people allows students to discover concepts and apply skills. Students are then encouraged to reflect upon their discoveries, which is essential for the student as a cognitive apprentice. Apprenticeship takes place when students observe and apply the thinking processes used by practitioners. Students also become teachers themselves by integrating what they've learned . . . Reference: Jones, B., Valdez, G, Nowakowski, J., & Rasmussen, C. (1994). Designing Learning and Technology for Educational Reform. Oak Brook, IL: North Central Regional Educational Laboratory. 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