This brief outlines how effectively integrated student supports build or scaffold student competencies in five broad domains of learning for college, career, and civic readiness. Relevant supports are not limited to services or programs but extend to enabling resources and social conditions, including, for example, attention to school culture and climate issues, access to physical and behavioral health interventions, and the communicated beliefs and mindsets of all adults who work with youth. The authors begin to specify from the relevant reform literature, as well as from the experience of key Linked Learning intermediaries, an emerging definition of “integrated student supports” that (a) captures critical elements of effective implementation, (b) contributes to instructional capacity in schools, and (c) advances equitable access to learning opportunities within Linked Learning pathways.
Ruiz de Velasco, J. (2016). Defining Integrated Student Supports for Linked Learning Pathways. Stanford, CA: John W. Gardner Center for Youth and their Communities.