[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-582711-105":59,"doc-detail-582711-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","new-directions-for-school-improvement-policy-report","New Directions for School Improvement Policy - Report","","This report argues for expanding school improvement policy and practice to meet growing challenges in reducing achievement and opportunity gaps. It emphasizes that student/learning supports are marginalized in current policy, leading to ad hoc, fragmented implementation, sparse budgets, and ineffective capacity to address rising learning and teaching barriers, intensified by COVID-19. The paper proposes a policy shift away from a two-component framework toward a more comprehensive, integrated, equitable accountability model and standards for student/learning supports.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/new-directions-for-school-improvement-policy-report/582711/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/new-directions-for-school-improvement-policy-report/582711.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the report call for expanding school improvement policy and practice?","Question",{"text":112,"@type":113},"It argues that existing policy approaches do not adequately address persistent learning and teaching barriers, hindering efforts to reduce achievement and opportunity gaps.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the report identify as a key problem in current policy?",{"text":117,"@type":113},"Student/learning supports are treated as marginalized, resulting in fragmented, piecemeal implementation and limited effectiveness.",{"name":119,"@type":110,"acceptedAnswer":120},"What policy framework does the report critique?",{"text":121,"@type":113},"It critiques the current two-component school improvement framework focused on instruction/curriculum and restructuring school management, noting that related supports are often supplementary rather than primary.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582711,1792189434,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","A Center Report . . .  \nNew Directions for School Improvement Policy  \nThis report discusses the necessity of expanding school improvement policy and practice in order to meet the growing challenges related to reducing the achievement and opportunity gaps. Specifically, it highlights that student/learning supports are marginalized in current policy and that addressing the matter requires moving from a two toa three component school improvement framework. Relatedly, an expanded school accountability framework is outlined, and the importance of adopting a set of standards for student/learning supports is emphasized.  \nThe Center for MH in Schools & Student/Learning Supports is co-directed by Howard Adelman and Linda Taylor, Dept. of Psychology, UCLA.  \nWebsite: [http://smhp.psych.ucla.edu](http://smhp.psych.ucla.edu)[ ](http://smhp.psych.ucla.edu)Contact: [adelman@psych.ucla.edu](adelman@psych.ucla.edu) or [Ltaylor@ucla.edu](Ltaylor@ucla.edu)  \nNew Directions for School Improvement Policy  \nWe can’t solve problems by using the same kind of thinking we used when we created them.  \nAlbert Einstein  \nThe Every Student Succeeds Act (ESSA) and the temporary pandemic relief funds continue to  \nmarginalize efforts to address barriers to learning and teaching and reengage disconnected students and families. So, it is not surprising that federal, state, and local plans do so as well.1  \nAs long as student/learning supports are marginalized in school improvement policy and practice, the development of this component of schools will likely continue to be ad hoc, piecemeal, and, at times, redundant. Implementation will continue to be fragmented, budgets sparse, and competition for resources counterproductive.2  \nThis unfortunate situation is exacerbated as a result of COVID-19 . There is considerable concern about capability of schools to deal with the increasing number of students who need student/learning supports. Significant system improvements are essential for addressing barriers to learning and teaching. Yet, most of the widely circulated reports about improving schools give scant attention to rethinking the role of school student and learning support staff.  \nA major shift in policy and practice is long overdue. This report discusses ways to expand school improvement policy and practice to meet the challenge of addressing persistent barriers to reducing the achievement and opportunity gaps.  \nEnding the Marginalization of Student/Learning Supports  \nStudents’ learning, behavior, and emotional problems are always a topic of concern. The topic gains elevated status whenever a highly visible negative event occurs – such as a shooting on campus, a student suicide, an increase in bullying, concern about trauma. In response to widespread public outcries, special initiatives are introduced. However, as the outcries diminish, so do the initiatives.  \nNow we have COVID-19 and the enhanced efforts to address societal injustices. These events have underscored the degree to which student/learning supports are marginalized.  \nRather than just addressing immediate problems in unsatisfactory ways, steps also can be taken to make transformative system changes. These involve  \n• elevating the policy priority for addressing barriers to learning and teaching in a unified, comprehensive, and equitable way  \n• fully integrating the policy into school improvement strategic planning and daily practice  \n• institutionalizing and supporting mechanisms that facilitate effective development, implementation, scale-up, and sustainability of a unified, comprehensive, and equitable approach.  \nThe Current Two Component Framework for School Improvement  \nOur analysis of prevailing policies for improving schools indicates that the primary focus is on two components: (1) enhancing instruction/curriculum and (2) restructuring school management.3 Implementation of such efforts is shaped by demands for every school to adopt high standards and expectations and be more a","cbCaifmXDiMOLCk0","https://ap.wps.com/l/cbCaifmXDiMOLCk0","pdf",737258,"English","# New Directions for School Improvement Policy\n## Ending the Marginalization of Student/Learning Supports\n## The Current Two Component Framework for School Improvement","[{\"question\":\"Why does the report call for expanding school improvement policy and practice?\",\"answer\":\"It argues that existing policy approaches do not adequately address persistent learning and teaching barriers, hindering efforts to reduce achievement and opportunity gaps.\"},{\"question\":\"What does the report identify as a key problem in current policy?\",\"answer\":\"Student/learning supports are treated as marginalized, resulting in fragmented, piecemeal implementation and limited effectiveness.\"},{\"question\":\"What policy framework does the report critique?\",\"answer\":\"It critiques the current two-component school improvement framework focused on instruction/curriculum and restructuring school management, noting that related supports are often supplementary rather than primary.\"}]","New Directions for School Improvement Policy - Report | PDF",1792044266,25]