[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582827-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-582827-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","studentlearning-supports-a-brief-guide-for-moving-in-new-directions","Student/Learning Supports - A Brief Guide for Moving in New Directions","","The guide addresses barriers to learning and teaching by arguing for fundamental change in how schools, districts, and communities conceive and use student and learning supports. It responds to heightened challenges and calls for reform intensified by COVID-19, social injustice concerns, and growing criticism of public education. It explains why outdated, fragmented approaches persist, then offers prototypes for redesigning supports through frameworks such as MTSS, domain categorization, and unified systems, concluding with phases and first steps for sustainable implementation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/studentlearning-supports-a-brief-guide-for-moving-in-new-directions/582827/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/studentlearning-supports-a-brief-guide-for-moving-in-new-directions/582827.png","ImageObject",300,407,{"name":42,"@type":43},"Rhys","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main goal of this guide?","Question",{"text":63,"@type":64},"To help stakeholders understand why major changes are needed and to provide a blueprint for rethinking student and learning supports, along with first steps to make those changes real.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the guide argue for changing the current approach to student and learning supports?",{"text":68,"@type":64},"It states that the real difficulty is escaping old, prevailing ideas, because fragmentation and marginalization of supports undermine how schools address barriers to learning and teaching.",{"name":70,"@type":61,"acceptedAnswer":71},"What directions does the guide propose for redesigning student and learning supports?",{"text":72,"@type":64},"It proposes prototypes such as building on MTSS to expand the intervention continuum, categorizing domains across classroom and schoolwide settings, framing a unified equitable system, and strengthening operational infrastructures.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},582827,1792062285,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":109,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Student/Learning Supports: A Brief Guide for Moving in New Directions  \n(2022)  \nHoward Adelman & Linda Taylor University of California, Los Angeles  \nThis document was prepared by Howard Adelman and Linda Taylor, co-directors  \nCenter for MH in Schools & Student/Learning Supports.at UCLA,*  \nEmail contact: [adelman@psych.ucla.edu](adelman@psych.ucla.edu) [Ltaylor@ucla.edu](Ltaylor@ucla.edu)[ ](Ltaylor@ucla.edu)Website: [http://smhp.psych.ucla.edu](http://smhp.psych.ucla.edu)  \nTo facilitate efforts to address barriers to learning, this resources is freely accessible online.  \n[http://smhp.ucla.edu/pdfdocs/briefguide.pdf](http://smhp.ucla.edu/pdfdocs/briefguide.pdf)  \n[Permission to reproduce is granted.](Permission to reproduce is granted.)  \n*Initially, the Center was named the Center for Mental Health in Schools; in 2017, to more fully underscore the breadth of the work, the Center name was expanded.  \nStudent/Learning Supports: A Brief Guide for Moving in New Directions  \nPreface  \nIntroduction: Leaving the Status Quo Behind 1  \nPart I: Student/Learning Supports: What Others Need to Know About Why 2  \nChange is Needed  \nSection A: Fragmentation, Overspecialization, and Counterproductive Competition 3  \nfor Resources  \nSection B: Ending the Marginalization of Student/Learning Supports 7  \nin School Improvement Policy  \nPart II: Rethinking Student/Learning Supports 13  \nSection A: Building on MTSS to Expand the Continuum of Interventions 14  \nfor Addressing Learning, Behavior, and Emotional Problems  \nSection B: Categorizing Domains of Classroom and Schoolwide 17  \nStudent/Learning Supports  \nSection C: Framing a Unified, Comprehensive, and Equitable System 19  \nSection D: Strengthening Operational Infrastructures 21  \nPart III: Making It Happen 28  \nSection A: Taking First Steps in Making Systemic Changes 29  \nSection B: Essential Elements 32  \nConcluding Comments 34  \nCoda 35  \nPreface  \nCurrent reports about the status of students lead simultaneously to hopes and fears.  \nThe bottom line, of course, is that some students are doing just fine; others are not.  \nWe’re all glad so many are doing well.  \nAt the same time, our Center continues to emphasize that reducing the achievement gap for the others requires a laser-like focus on closing the opportunity gap by transforming the role schools play in addressing barriers to learning and teaching and reengaging disconnected students.  \nIn essence, the need is for fundamental changes in the way  \nstudent and learning supports are conceived and structured  \nThis has been our focus for some time. The needed changes require the attention of all who have a stake in public education.  \nOur Center has prepared many resources to clarify the need for change and provide prototypes for a transformed system of student and learning supports. We also have developed resources to guide those who are playing a role in making changes.  \nAt this critical time when there is so much emphasis on supporting students and improving schools, we thought a brief guide would be especially useful to stakeholders ready to move forward. This guide provides material for helping others understand the need for major changes, offers a blueprint for rethinking student and learning supports, and delineates first steps in making changes. And it offers direct links to online aids for more in-depth details.  \n.  \nAs always, we want to take this opportunity to thank the many school and community stakeholders, students and families, and the staff at our center for their continuing leadership in moving the field forward and for all that they have taught us. Their contributions are reflected  \nin every aspect of our work.  \nHoward Adelman and Linda Taylor  \nIntroduction: Leaving the Status Quo Behind  \nSchools have long wrestled with how best to deal with student and schooling problems.  \nThe COVID-19 pandemic and other recent events have increased the number of such problems. This pressing reality along with growing conc","cbCaivMBTLh0WawK","https://ap.wps.com/l/cbCaivMBTLh0WawK","pdf",1243854,"English","# Preface\n## Introduction: Leaving the Status Quo Behind\n# Part I: Student/Learning Supports: What Others Need to Know About Why Change is Needed\n## Section A: Fragmentation, Overspecialization, and Counterproductive Competition for Resources\n## Section B: Ending the Marginalization of Student/Learning Supports in School Improvement Policy\n# Part II: Rethinking Student/Learning Supports\n## Section A: Building on MTSS to Expand the Continuum of Interventions for Addressing Learning, Behavior, and Emotional Problems\n## Section B: Categorizing Domains of Classroom and Schoolwide Student/Learning Supports\n## Section C: Framing a Unified, Comprehensive, and Equitable System\n## Section D: Strengthening Operational Infrastructures\n# Part III: Making It Happen\n## Section A: Taking First Steps in Making Systemic Changes\n## Section B: Essential Elements\n# Concluding Comments\n## Coda","[{\"question\":\"What is the main goal of this guide?\",\"answer\":\"To help stakeholders understand why major changes are needed and to provide a blueprint for rethinking student and learning supports, along with first steps to make those changes real.\"},{\"question\":\"Why does the guide argue for changing the current approach to student and learning supports?\",\"answer\":\"It states that the real difficulty is escaping old, prevailing ideas, because fragmentation and marginalization of supports undermine how schools address barriers to learning and teaching.\"},{\"question\":\"What directions does the guide propose for redesigning student and learning supports?\",\"answer\":\"It proposes prototypes such as building on MTSS to expand the intervention continuum, categorizing domains across classroom and schoolwide settings, framing a unified equitable system, and strengthening operational infrastructures.\"}]","Student/Learning Supports - A Brief Guide for Moving in New Directions | PDF",1792044603,101]