[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583017-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-583017-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","transforming-student-and-learning-supports-starting-the-process","Transforming Student and Learning Supports - Starting the Process","","A companion guide by Howard Adelman and Linda Taylor outlining detailed first steps to transform student and learning supports into a unified, comprehensive, and equitable system. It explains how fragmentation, specialization, redundancy, and marginalization of barrier-reduction efforts undermine effectiveness, strain limited budgets, and reduce availability for students needing learning, behavioral, and emotional supports. The resource proposes a forward-moving process, includes cautions to avoid pitfalls, and offers suggested timing and links to additional resource aids.",{"@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/transforming-student-and-learning-supports-starting-the-process/583017/",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/transforming-student-and-learning-supports-starting-the-process/583017.png","ImageObject",300,407,{"name":42,"@type":43},"\tJames","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does this guide focus on in student and learning supports?","Question",{"text":63,"@type":64},"It targets the fragmentation, overspecialization, and marginalization that lead to redundant programs, costly inefficiencies, and limited effectiveness in reducing barriers to learning and teaching.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the intended aim of the 2022 guide and this companion document?",{"text":68,"@type":64},"To make significant improvements in how barriers to learning and teaching are addressed through a unified, comprehensive, and equitable system.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the companion document provide for moving forward?",{"text":72,"@type":64},"It offers a detailed discussion of first steps, suggests a monthly schedule, and provides links to additional resource aids, along with cautions to help avoid potential pitfalls.","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},583017,1792190385,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"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":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"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":55,"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":111,"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":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Transforming Student and Learning Supports:  \nStarting the Process  \n(2024)  \nHoward Adelman & Linda Taylor  \nUniversity 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.psych.ucla.edu/pdfdocs/1ststeps.pdf](http://smhp.psych.ucla.edu/pdfdocs/1ststeps.pdf)  \nPermission 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.  \nTransforming Student and Learning Supports: Starting the Process  \nPreface i  \nIntroduction: ii  \nMoving Forward to a Unified, Comprehensive, and 1  \nEquitable System of Student and Learning Supports  \nGetting Started 3  \nStep 1 4  \nStep 2 8  \nStep 3 9  \nStep 4 10  \nStep 5 10  \nStep 6 13  \nStep 7 14  \nConcluding Comments 18  \nA Few Additional Resource Aids 19  \nAppendix: Rethinking Student/Learning Supports 20  \nPreface  \nIn 2022, the Center  \nGuide for Moving  \nchanges to end  \nsent out a document entitled: Student/Learning Supports: A Brief in New Directions. In that guide, we discussed the need for system the fragmentation, overspecialization, and marginalization of  \nstudent/learning supports and outlined first steps to take in pursuing the changes.  \nAs the 2022 guide emphasizes, significantly reducing the achievement gap 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. In essence, the need is for fundamental changes in the way student and learning supports are conceived and structured. And as the 2022 guide clarifies, for us that means unifying student/learning supports and developing them into a comprehensive and equitable system.  \nThis companion document provides a detailed discussion of the first steps for moving forward, suggests a monthly schedule, and provides linksto resource aids for pursuing them. We also offer a few cautions to help avoid potential pitfalls.  \nAs always, we want to take this opportunity to thank the many school  \nand community stakeholders, students and families, and the staff at  \nour 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  \n[This introduction provides excerpts from:  \nStudent/Learning Supports: A Brief Guide for Moving in New Directions.]  \nwareness of the many factors that can interfere with student success at school and  \nAbsecyhoonold-chasommgiunveityncriseollabotoratiave varietyinitiativoesf schoolAs a resprult,ogramsas depiandcted bseervilowc, esagandreat  \namount of activity is in play to support students, families, and staff.  \nAcross a district, while some schools have a range of student and learning supports in place, others mainly provide whatever is mandated. In large districts, psychologists, counselors, social workers, and other specialists often are organized into separate units. Such units overlap regular, special, and compensatory education. In general, districts plan and implement student and learning supports in a fragmented and piecemeal manner–generating a variety of specialized programs and services that deal with the same common barriers to learning and teaching. Federal and state funding streams have exacerbated this state of affairs.  \nAt many schools, student support staff tend to function in relative isolation of each other and other stakeholders, with a great deal of the work oriented to","cbCaibKdIgY5IyCx","https://ap.wps.com/l/cbCaibKdIgY5IyCx","pdf",699920,32,"English","# Moving Forward to a Unified, Comprehensive, and Equitable System of Student and Learning Supports\n# Getting Started\n## Step 1\n## Step 2\n## Step 3\n## Step 4\n## Step 5\n## Step 6\n## Step 7\n# Concluding Comments\n# A Few Additional Resource Aids\n# Appendix: Rethinking Student/Learning Supports","[{\"question\":\"What problem does this guide focus on in student and learning supports?\",\"answer\":\"It targets the fragmentation, overspecialization, and marginalization that lead to redundant programs, costly inefficiencies, and limited effectiveness in reducing barriers to learning and teaching.\"},{\"question\":\"What is the intended aim of the 2022 guide and this companion document?\",\"answer\":\"To make significant improvements in how barriers to learning and teaching are addressed through a unified, comprehensive, and equitable system.\"},{\"question\":\"What does the companion document provide for moving forward?\",\"answer\":\"It offers a detailed discussion of first steps, suggests a monthly schedule, and provides links to additional resource aids, along with cautions to help avoid potential pitfalls.\"}]","Transforming Student and Learning Supports - Starting the Process | PDF",1792045347,81]