An Overview March 2015

Why Wh

at

How

Where

When

Who ?

WHY – Federal and State Policies

ESEA/

IDEA 2004

Improved

Student

Outcomes

Policy

2510

Policy

2512

Policy

2419

Policy

4373

Policy

5310

WHY – WVDE Policies

WHY – Purpose of SPL

The West Virginia Support for Personalized Learning (SPL) framework is a state-wide initiative that suggests flexible use of resources to provide relevant academic, social/emotional and/or behavioral support to enhance learning for ALL students.

SPL is designed to improve outcomes for students with a variety of academic

and behavioral needs.

Principles of SPL• Effective leadership at all levels is crucial for the

implementation of SPL.• Positive school culture provides the foundation

on which all instruction occurs and all students are engaged in learning.

• Collaboration among educators and families is the foundation of effective problem-solving and instructional decision-making.

• Ongoing and meaningful involvement of families increases student success.

• Student results are improved when ongoing academic and behavioral performance data are used to inform instructional decisions.

• ALL Students can learn and achieve high standards as a result of effective teaching.

• ALL students must have access to a rigorous standards-based curriculum and research-based instruction.

• Intervening at the earliest indication of need is necessary for student success (Prek-12).

• A comprehensive system of multi-level instruction is essential for addressing the full range of student needs.

• ALL members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability.

Principles of SPL

WHAT – Six Essential Components of SPL

Leadership

Improved

Student

Outcomes

School Climate

and Culture

Teams and

ProcessesFamily

and Community

Partnerships

Assessments

Curriculum and

Instruction

Practice Profile

Emergi

ng

Developing

The Continuu

State

– Guidance Document– Self-assessment tools– Website providing professional development materials and resources

RESA

– Providing Professional Development– Facilitating sharing and building consensus– Forming Regional Leadership Team

District

– Developing leadership roles– Defining and communicating criteria used to make decisions– Providing professional development– Acquiring and disseminating relevant resources

School

– Supporting team problem-solving– Developing a plan to strengthen essential components of SPL– Managing time and schedules to focus on identified needs

Leadership

School Climate and Culture

• Positive school climate consists of three primary domains:

• Engagement• Safety• Environment

• A positive school culture exists when key elements of a positive school climate are in place.

Practices• Defining and consistently teaching expectations of

behavior for students, parents and educators• Acknowledging and recognizing students and adults

consistently for appropriate behaviors• Monitoring, correcting or reteaching behavioral errors• Engaging teachers in a collaborative team problem-

solving process that uses data to guide instruction• Including families in culturally-sensitive, solution-focused

approach to supporting student learning

School Climate and Culture

Problem-Solving Team• Composed of teachers (general and special

educators), specialists, parents and school level administrator

• Plans intensive instruction for students• Promotes shared responsibility for student learning• Collects and reviews data• Evaluates responsiveness to intense instruction

Teams and Processes

Teams and ProcessesProblem-Solving Process

Problem-Solving Process

Teams and Processes

Team Members Steps in the Process

1. School Level Administrator2. Meeting Facilitator3. Recorder4. Time Keeper5. Parent6. Persons with Expertise in:

• Data• Customized Instruction

—Academic/ Behavioral• Community Resources• Progress Monitoring

1. Identify and Define Needs What is the Problem?

2. Analyze the ProblemWhy is the Problem Occurring?

3. Develop a PlanWhat are we going to do about it?

4. Implement and Monitor the PlanHow will we monitor progress?

5. Evaluate and Adjust the Plan Did it work?

• Effective partnerships include:– Parents– Families– Students – Community Members– Educators

• Indicators of effective partnerships:– Sharing information– Problem-solving– Celebrating student successes

• Central to effective partnerships is the recognition of shared responsibility and ownership of student challenges and successes.

Family and Community Partnerships

Key Roles• Collaborate with teachers regarding

identified need• Share information about child and family as

appropriate• Support student learning at home• Attend Problem-Solving Team meeting• Partner in instructional planning and

progress monitoring

Family and Community Partnerships

Purpose of Assessment

• Identify strengths and needs of individual students• Inform problem-solving process• Inform instruction and necessary adjustments• Evaluate the effectiveness of instruction at different

levels of the system (e.g. classrooms, school, district)

• Inform educational decisions

Assessment

Screening/Interim

Purpose: Inform determination of risk status and indicate need for additional support and/or assessment

Formative/Classroom

Purpose: Determine response to instruction and indicate direction for most appropriate instructional adjustments

Progress Monitoring

Purpose: Determine if students are making progress toward specific skills, processes and understandings and to inform school-wide action plans

Diagnostic

Purpose: Assists teachers in adjusting the type and degree of scaffolding and in differentiating instruction and to pick up patterns of strengths and weaknesses

Summative

Purpose: Inform the system and provides a longitudinal view of curricular strengths and weaknesses

Assessment Types

Curriculum and Instruction

CORE• Provides foundation of curriculum and school organization that has a

high probability (80% of students responding) of bringing students to a high level of achievement in all areas of development/content

• Choose curricula that has evidence of producing optimal levels of achievement (evidence-based curriculum)

TARGETED• Supplemental curriculum aligned with CORE and designed to meet

the specific needs of targeted group (15%)

INTENSIVE• Focused curriculum designed to meet the specific needs of the

targeted group and/or individual (5%)

Curriculum and Instruction

Curriculum and InstructionCORE Instruction

• Utilizes differentiated and scaffolded instruction to meet students’ needs

• Incorporates small group activities• Focuses on the most critical standards and objectives• Utilizes evidence from summative and ongoing

formative assessment to make instructional decisions • Maximizes instructional time • Emphasizes 24/7 learning

Curriculum and Instruction

TARGETED SupportSPL endorses the value of instructional supports at the

TARGETED level including:– Differentiating, scaffolding and using multi-modal strategies to engage

students– Providing explicit instruction that emphasizes skill building as well as

contextualized instruction that emphasizes application of skills– Peer interaction to scaffold student understanding– Teacher use of learning progressions within the standards and

objectives as guidance for constructing scaffolding– Accommodations that affect how a student learns, not what they are

expected to learn

HOW-WHEN-WHERE-WHO – Putting It All Together

CORE

Improved

Student

Outcomes

TARGETED

INTENSIVE

Screening

Problem-

Solving

Progress

Monitoring

FOCUS: all students INSTRUCTION: WV Next Generation Content

Standards and Objectives and instructional practices that are evidence-based and incorporate differentiated instruction and scaffolding

LOCATION: general education classroom ASSESSMENT: screening/interim, formative/

classroom; screening all-beginning, some-middle, end

CORE Level – SUGGESTED

CORE Level – SUGGESTED

BEHAVIOR SUPPORT: effective school-wide behavior supports

GROUP SIZE: flexible grouping-students move to groups as appropriate

TIME: sufficient time for mastery of content and behavioral expectations

GOAL: demonstrated learning of grade-level standards or above

TARGETED Level – SUGGESTED

FOCUS: students identified through screening as at-risk or as exceeding grade-level standards

INSTRUCTION: targeted, supplemental instruction delivered to small groups

LOCATION: general education classroom or other general education location within the school; before, during, after school, interim, summer

ASSESSMENT: progress monitoring every 2-3 weeks; diagnostic

TARGETED Level – SUGGESTED

BEHAVIOR SUPPORT: specialized positive behavior plans provided/monitored by teacher, specialists, parents

GROUP SIZE: small groups of students with similar skills and needs

TIME: 15-30 minutes per session, 3-5 sessions per week LENGTH: 9 weeks minimum prior to INTENSIVE GOAL: eliminate gap between present achievement and

grade-level expectations and the gap between instruction and what students need

INTENSIVE Level – SUGGESTED

FOCUS: students who have not responded to CORE and TARGETED level instruction

INSTRUCTION: intensive, supplemental instruction delivered to small groups or individually

LOCATION: general education location within the school; may be pull-out; before, during, after school, interim, summer

ASSESSMENT: progress monitoring every 1-2 weeks; diagnostic

BEHAVIOR SUPPORT: assessment of student behaviors (FBA) and development of specialized behavior plans with teacher, specialist, parents

GROUP SIZE: individual or very small groups of students with similar skills and needs

TIME: 30-60 minutes per session, 3-5 sessions per week LENGTH: 9 weeks minimum prior to referral GOAL: eliminate or narrow gap between present

achievement and grade-level expectations and gap between instruction and what students need

INTENSIVE Level – SUGGESTED

SPL FRAMEWORK: A Quick Reference Guide

Susan Beck

Assistant Director

Office of Special Programs

sbeck@k12.wv.us