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It addresses rising referral burdens for special services—likely intensified after COVID-19—by personalizing instruction, providing classroom-based accommodations, applying response to intervention, and preventing external barriers with early intervention. 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Primary concerns are to prevent and respond quickly to learning, behavior, and emotional problems and reengage students who have become disengaged from learning at school. A key facet of theredesign is enabling in-classroom collaborations between the teacher and others (e.g., student and learning support staff, teacher colleagues, aides, volunteers) to  \n>ensure instruction is personalized in ways that enhance intrinsic motivation and social-emotional development  \n>provide learning accommodations and special assistance as necessary  \n>use response to intervention in applying special assistance  \n>address external barriers with a focus on prevention and early intervening  \nProperly implemented, theredesign should stem the tide of unnecessary referrals for outof-class special assistance and special education, reduce opportunity and achievement gaps, and improve classroom and schoolwide climate.  \nThe Center for MH in Schools & Student/Learning Supports is co-directed by Howard Adelmanand Linda Taylor, Dept. of Psychology, UCLA. Website: [http://smhp.psych.ucla.edu](http://smhp.psych.ucla.edu)  \nContact: [adelman@psych.ucla.edu](adelman@psych.ucla.edu) or [Ltaylor@ucla.edu](Ltaylor@ucla.edu)  \nCONTENTS  \nPrevailing Situation Redesigning Classrooms  \nFirst Step: Personalize Instruction  \nSecond Step Special Assistance in the Classroom (as needed) Motivation: A Primary Concern Throughout Both Steps  \nOpening the Classroom Door to Enhance Student/Learning Supports Potential Impact of Classroom Redesign on School Climate Concluding Comments  \nAppendix: A Few Words about Transforming Disciplinary Practices List of Center References Related to this Report  \nEnhancing Student/Learning Supports in Classrooms  \nClassrooms are a first line of defense in addressing factors that interfere with learning and teaching. But teachers can’t and shouldn’t be expected to provide this defense alone. Enhancing student/learning supports in classrooms is essential and is a key facet of improving school climate and enhancing equity of opportunity for student success at school and beyond.  \nIn recent years, schools have focused on building better and better systems for screening and  \nreferring students for special assistance. Not surprisingly, the result is more and more referrals  \nfor special services. In some schools, there are so many referrals that case review committees are overwhelmed. In the wake ofCOVID-19, increased concern about learning, behavior, and emotional problems is likely to increase the number of referrals.  \nTo stem the tide of unnecessary referrals, schools committed to the success of all children must be redesigned so that teachers, student support staff, and others at the school can help students as early as feasible when a problem is apparent. One focus for redesign is the classroom. In doing so, improving instruction is necessary, but it is not sufficient when it comes to teaching students who are experiencing external or internal challenges that inhibit learning. And, of course, there clearly are limits to what a teacher can do working alone in a classroom.  \nThis report focuses on redesigning classrooms to facilitate teaching, alleviate problems, and promote good learning and healthy development. Primary concerns are to prevent and respond quickly to learning, behavior, and emotional problems and reengage students who have become disengaged from learning at school. A key facet oftheredesign is enabling in-classroom collaborations between the teacher and others (e.g., student and learning support staff, teacher colleagues, aides, volunteers) who can provide supports to  \n>ensure instruction is personalized in ways that enhance intrinsic motivation and socialemotional development for all students and especially th","cbCaiaL0xaAk0L3m","https://ap.wps.com/l/cbCaiaL0xaAk0L3m","pdf",469946,"English","# Prevailing Situation\n# Redesigning Classrooms\n## First Step: Personalize Instruction\n## Second Step: Special Assistance in the Classroom (as needed)\n## Motivation: A Primary Concern Throughout Both Steps\n# Opening the Classroom Door to Enhance Student/Learning Supports\n# Potential Impact of Classroom Redesign on School Climate\n# Concluding Comments\n# Appendix: Transforming Disciplinary Practices\n## List of Center References Related to this Report","[{\"question\":\"Why does the report emphasize redesigning classrooms instead of relying only on individual teachers?\",\"answer\":\"Classrooms are a first line of defense, but teachers cannot be expected to provide this defense alone. Effective supports require collaboration with student support staff and others at school to respond early and within classroom limits.\"},{\"question\":\"What problems does the redesign aim to prevent and address?\",\"answer\":\"The redesign focuses on preventing and responding quickly to learning, behavior, and emotional problems. It also aims to reengage students who have become disengaged from learning at school.\"},{\"question\":\"How does the report propose tailoring supports within the classroom?\",\"answer\":\"It centers on enabling in-classroom collaborations to personalize instruction, provide learning accommodations and special assistance as needed, use response to intervention for applying special assistance, and address external barriers through prevention and early intervention.\"}]","Enhancing Student/Learning Supports in Classrooms - Center Report | PDF",1792044257]