Based on an initiative endorsed by more than 20 professional groups, this guide for leaders provides the learning supports students need to succeed.
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Editorial Reviews
Review
“Offers a broad view, and a systemic approach missing from most books on school reform and improving student outcomes, especially for the student who is not achieving.”
-Susan Wooley, Executive Director
American School Health Association, OH (Susan Wooley, Executive Director )
“I have not read any other book that is as comprehensive in explaining how the fragmentation of services limits our ability to service children, as well as provides the 'how to.' In this era of data-based decision making, the authors continue to present well-researched material that perhaps many educators have only read about in isolation.”
-Sandra Screen, Director
Office of Psychological Services, Detroit, MI (Sandra Screen, Director )
“Provides a roadmap for how schools in collaboration with community partners have a role to play and can address barriers to student learning. The book recognizes how difficult this work is, but also provides critical information for undertaking it…I am not aware of any other book that contextualizes the barriers in sweeping system reform, then provides a step-by-step guide on how to effect it.” (Linda E. Miller, Consultant )
-Susan Wooley, Executive Director
American School Health Association, OH (Susan Wooley, Executive Director )
“I have not read any other book that is as comprehensive in explaining how the fragmentation of services limits our ability to service children, as well as provides the 'how to.' In this era of data-based decision making, the authors continue to present well-researched material that perhaps many educators have only read about in isolation.”
-Sandra Screen, Director
Office of Psychological Services, Detroit, MI (Sandra Screen, Director )
“Provides a roadmap for how schools in collaboration with community partners have a role to play and can address barriers to student learning. The book recognizes how difficult this work is, but also provides critical information for undertaking it…I am not aware of any other book that contextualizes the barriers in sweeping system reform, then provides a step-by-step guide on how to effect it.” (Linda E. Miller, Consultant )
About the Author
Howard S. Adelman is professor of psychology and codirector of the School Mental Health Project and its federally supported National Center for Mental Health in Schools at UCLA. He began his professional career as a remedial classroom teacher in 1960. In 1973, he returned to UCLA in the role of professor of psychology and also was the director of the Fernald School and Laboratory until 1986.
In 1986, Adelman and Linda Taylor established the School Mental Health Project at UCLA. The two have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.
Linda Taylor is codirector of the School Mental Health Project and its federally supported national Center for Mental Health in Schools at UCLA.
In her early career, Taylor was involved in community agency work. From 1973 to 1986, she codirected the Fernald Laboratory School and Clinic at UCLA. In 1986, she became codirector of the School Mental Health Project. From 1986 to 2000, she also held a clinical psychologist position in the Los Angeles Unified School District and directed several large-scale projects for the school district.
Taylor and Howard S. Adelman have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.
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Most Helpful Customer Reviews
5.0 out of 5 stars
Excellent ideas for school-wide learning support,
By StraightShooter "smtrader" (CA USA) - See all my reviews
This review is from: The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning (Paperback)
The 1-star ratings for this book are due solely to shipping problems, and does not reflect the contents of this book. I don't have time to write a complete review, but I assure you that the content is excellent. I use this book in my graduate course which implores my students to think prevention in addition to intervention. The authors presents a very helpful model to consider for school-wide learning support. There are useful forms in the appendices to use as well. I highly recommend this book, and the Implementor's Guide that goes with this one.
1.0 out of 5 stars
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This review is from: The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning (Paperback)
I was ready to order this book but read the customer review which stated they did not get their book so I won't order now..
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1.0 out of 5 stars
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Inside This Book
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First Sentence:
Most school staff can detail both the external and internal factors that interfere with effective learning and teaching at their school. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
comprehensive student support system, reengaging students, braiding resources, reengage students, new directions for learning supports, postschool living, enhancing home involvement, ongoing training for others, schools address barriers, enhancing healthy development, school action plan, learning support system, addressing barriers, student support team, promoting healthy development, student support programs, pupil services personnel, student support staff, broad stakeholder involvement, educating stakeholders, enabling component, accountability indicators, counterproductive competition, barriers that interfere, providing special assistance Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Corwin Press, Introductory Packet, Los Angeles, Retrieved March, Thousand Oaks, The School Leader's Guide, Student Learning Supports, United States, San Francisco, Learning Supports Resource Team, Quick Training Aid, Retrieved April, Center Report, Carnegie Council, Education of Young Adolescents, American Journal of Orthopsychiatry, Council of Chief State School Officers, Technical Aid Packet, Training Tutorial, Writing Quarterly, Center Brief, Technical Assistance Sampler, Adolescent Development's Task Force, American Academy of Pediatrics New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Most school staff can detail both the external and internal factors that interfere with effective learning and teaching at their school. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
comprehensive student support system, reengaging students, braiding resources, reengage students, new directions for learning supports, postschool living, enhancing home involvement, ongoing training for others, schools address barriers, enhancing healthy development, school action plan, learning support system, addressing barriers, student support team, promoting healthy development, student support programs, pupil services personnel, student support staff, broad stakeholder involvement, educating stakeholders, enabling component, accountability indicators, counterproductive competition, barriers that interfere, providing special assistance Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Corwin Press, Introductory Packet, Los Angeles, Retrieved March, Thousand Oaks, The School Leader's Guide, Student Learning Supports, United States, San Francisco, Learning Supports Resource Team, Quick Training Aid, Retrieved April, Center Report, Carnegie Council, Education of Young Adolescents, American Journal of Orthopsychiatry, Council of Chief State School Officers, Technical Aid Packet, Training Tutorial, Writing Quarterly, Center Brief, Technical Assistance Sampler, Adolescent Development's Task Force, American Academy of Pediatrics New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Citations (learn more)
This book cites 13
books:
See all 13 books this book cites
- New Directions by Students of Bellevue Junior High School on 26 pages
- Learning Disabilities: The Interaction of Learner, Task, and Setting (4th Edition) by Corinne Roth Smith on page 191, and page 351
- Making It: Women Entrepreneurs Reveal Their Secrets of Success by Lou Gimson on page 188
- Schools and Delinquency (Cambridge Studies in Criminology) by Denise C. Gottfredson on page 171
- Learning Disabilities by Stanley W. Johnson on page 191
See all 13 books this book cites
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