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ERIC Number: ED501396
Record Type: Non-Journal
Publication Date: 2002
Pages: 33
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: N/A
Report from the Leadership Summit on Student Support Staff: Moving in New Directions through School Improvement--A Call to Action
Center for Mental Health in Schools at UCLA
Major points emphasized in this report include: (1) School improvement planning is not appropriately and effectively addressing barriers to learning; (2) Leaders for student/learning supports must mobilize and prepare student support personnel to become an integral and effective agent in school improvement planning and decision making; and (3) The capacity of student support staff must be enhanced so that they are well-prepared to join the table with more than advocacy for more services and staff and without competing counter-productively with each other. Instead, they must be able to work together to guide school improvement planners in designing and developing a comprehensive and systemic learning supports component in every school. For this to happen, student support staff need to adopt an unifying umbrella concept, a comprehensive systemic intervention framework, and an infrastructure design for building capacity at the school and throughout the feeder pattern of schools. Also necessary are changes in student support staff roles and functions. The first step in all this is for leaders concerned with enhancing student/learning supports to mobilize their constituencies for moving forward in new directions. (A response form is included at the end of the report. Contains 1 figure.)
Center for Mental Health in Schools at UCLA. Department of Psychology, Franz Hall, 405 Hilgard Avenue, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu
Publication Type: Guides - Non-Classroom
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Maternal and Child Health Bureau, Office of Adolescent Health (DHHS/PHS)
Authoring Institution: University of California, Los Angeles, Center for Mental Health in Schools