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Center for MH in Schools and Student/Learning Supports at UCLA, 2019
The federal "Every Student Succeeds Act" (ESSA) has stimulated states to revisit school improvement. Previously, the Center analyzed ESSA and the related consolidated state plans using the lens of how the federal legislation and state plans address barriers to learning and teaching and re-engage disconnected students. Such analyses…
Descriptors: Elementary Secondary Education, Educational Legislation, Federal Legislation, Educational Improvement
Center for MH in Schools and Student/Learning Supports at UCLA, 2018
This report is meant as an imperative wake-up call for expanding the prevailing focus of school improvement policy and practice. The report provides analyses of responses from state departments of education, school districts, and leadership organizations about how they are pursuing the opportunity the "Every Student Succeeds Act"…
Descriptors: Barriers, Federal Legislation, Educational Legislation, Educational Practices
Center for MH in Schools and Student/Learning Supports at UCLA, 2018
This resource provides frameworks and strategies to guide schools as they encounter common psychosocial problems. It is designed as a desk reference aid. After an introductory overview of mental health in schools, Part I stresses ways to keep the environment in perspective as a cause of certain types of problems. Part II frames the full range of…
Descriptors: Psychological Patterns, Mental Health, Student Needs, Educational Environment
Center for MH in Schools and Student/Learning Supports at UCLA, 2017
Given the call for schools to enhance equity of opportunity, the Center for Mental Health in Schools and Student/Learning Supports at UCLA sent out an inquiry across the country asking "Which Schools are Taking Equity Seriously?". The received a variety of responses including: (1) One response which focused on "Colorado's Equity…
Descriptors: Equal Education, Teamwork, Educational Environment, Culturally Relevant Education
Center for Mental Health in Schools at UCLA, 2019
The guidebook is divided into seven parts. Part I provides an overview of the Enabling Component and places the concept in the context of current restructuring initiatives. Part II offers an overview of the process for introducing and adapting the Component at a site using a formal diffusion model. A diffusion model is a tool for organizational…
Descriptors: Guides, Barriers, Educational Improvement, School Restructuring
Center for Mental Health in Schools at UCLA, 2017
Passage of the "Every Student Succeeds Act" (ESSA) provides opportunities to improve how schools address barriers to learning and teaching and re-engage disconnected students and families. Of particular relevance to these concerns, ESSA replaces what has been described as a maze of programs with a "Student Support and Academic…
Descriptors: Educational Legislation, Federal Legislation, Barriers, Access to Education
Center for Mental Health in Schools at UCLA, 2016
An estimated five to seven and a half million students miss 18 or more days of school each year, or nearly an entire month or more of school, which puts them at significant risk of falling behind academically and failing to graduate from high school. Every student absence jeopardizes the ability of students to succeed at school and schools to…
Descriptors: Attendance Patterns, At Risk Students, Truancy, Dropouts
Center for Mental Health in Schools at UCLA, 2016
As Congress recognized in passing the "Every Student Succeeds Act", it is time for school improvement to encompass policy and planning that enables every school to replace the outdated patchwork of programs and services used in addressing barriers to learning and teaching. The way to do this involves transforming student and learning…
Descriptors: Educational Legislation, Federal Legislation, Accountability, Educational Indicators
Center for Mental Health in Schools at UCLA, 2016
The "Every Student Succeeds Act" (ESSA) recognizes that significant numbers of students require supports to successfully meet challenging state academic standards. This brief (1) analyzes the act to assess how it addresses the nature and scope of supports to address barriers to learning and re-engage disconnected students and (2)…
Descriptors: Federal Legislation, Educational Legislation, Access to Education, Barriers
Center for Mental Health in Schools at UCLA, 2014
Connecting school, home, and community resources is essential to the well-being of children and youth and to enhancing equity of opportunity for them to succeed at school and beyond. With this in mind, many initiatives and policy reports have focused on addressing the widespread fragmentation of supports for families and their children.…
Descriptors: Integrated Services, Intervention, Equal Education, Educational Policy
Center for Mental Health in Schools at UCLA, 2014
It is encouraging to see increasing attention to improving interventions in fields such as mental health, public health, and education. This includes the growing emphasis on transferring evidence-based interventions into practice. The trend continues to be stimulated and supported by the high priority endorsement of federal, state, and local…
Descriptors: Intervention, Information Dissemination, Program Implementation, Best Practices
Center for Mental Health in Schools at UCLA, 2014
New directions for student and learning supports are key to systemically addressing barriers to learning and teaching. The aim is to unify and then develop a comprehensive and equitable system of student/learning supports at every school. This guide incorporates years of research and prototype development and a variety of examples from…
Descriptors: Academic Support Services, Intervention, Barriers, Educational Policy
Center for Mental Health in Schools at UCLA, 2014
It is clear that developing a "Unified and Comprehensive System of Learning Supports" is a complex, multi-year process. The Center for Mental Health in Schools at UCLA has delineated the specifics nature and scope of the system and of the processes for getting from a fragmented and marginalized set of student and learning supports to a…
Descriptors: Academic Support Services, Educational Policy, Intervention, Administrative Organization
Center for Mental Health in Schools at UCLA, 2013
SEAs, LEAs, and schools need to develop a "Unified and Comprehensive System of Learning Supports" in order to enhance equity of opportunity for all students to succeed at school and beyond. Such a system directly addresses barriers to learning and teaching and re-engages disconnected students. Developing the system requires transforming…
Descriptors: Strategic Planning, Leadership, Decision Making, State Departments of Education
Center for Mental Health in Schools at UCLA, 2013
Increasing attention to "Implementation Research" and the "Implementation Problem" has given rise to confusion about matters such as the role of "empirically-supported practices," "fidelity of implementation," and "monitoring fidelity of implementation." To clarify the matters, we approach these topics from the broad perspective of efforts to…
Descriptors: Program Implementation, Program Effectiveness, Educational Change, Fidelity
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