From Managing Instruction to Ensuring Learning By Susan Beck Ellen Oderman Phyllis Veith Student.

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From Managing Instruction to Ensuring Learning By Susan Beck Ellen Oderman Phyllis Veith Student
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Transcript of From Managing Instruction to Ensuring Learning By Susan Beck Ellen Oderman Phyllis Veith Student.

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From Managing Instruction to Ensuring Learning By Susan Beck Ellen Oderman Phyllis Veith Student Slide 2 Slide 3 What Is Personalized Learning? Student Slide 4 Specific Support for Personalized L earning Disabilities Slide 5 Discussion Within Sessions Shift in Federal Policy Shift in Responsibility Shift in Specific Learning Disabilities Eligibility Shift from Early Intervention Model to K-12 Model Shift from Response to Intervention to Support for Personalized Learning Slide 6 Discussion Within Sessions continues Shift from Reading to Reading, Math and Written Language Shift from Academics to Academics and Behavior Shift from At-Risk to At-Risk and Accelerated Learners Shift from Special Education Driven to WVDE Driven Slide 7 Special Education within the context of General Education 1975 Education for All Handicapped Children Act (EAHCA) 1980 -1990 Studies on Performance were Disappointing Shift in Federal Policy Slide 8 EAHCA Reauthorization as IDEA 1997 and IDEIA 2004 Shift from Access to Educational Benefit General Education Standard Improved Outcomes Not Just Process Supporting Students Access to Post- Secondary Education and Employment Shift in Federal Policy Continues Slide 9 Shared Responsibility Between General and Special Education Teachers Responsibility for Learning Outcomes For All Students Shift in Responsibility Slide 10 Evolving Understanding of SLD IDEIA 2004 required states to adopt criteria: Must not require use of severe discrepancy Must permit LEAs to use process based on childs response to scientific, research-based intervention May permit use of other alternative research- based procedures Shift in Specific Learning Disabilities Eligibility Slide 11 Summary of Eligibility Criteria and Determinations The multidisciplinary team must determine through a body of evidence: Level of Learning Rate of Learning Exclusionary Factors Slide 12 Underachievement cannot be the result of a lack of appropriate instruction, specifically in the essential components of reading and mathematics. In Addition Slide 13 Meets the eligibility criteria as Specific Learning Disabilities; Experiences an adverse effect on educational performance; and Needs Special Education Eligibility is based on final determinations that the student Slide 14 Incidence: Chart 1 National Specific Learning Disability Percent of Total Special Education by State in 2009 Slide 15 West Virginia Number of identified Students with SLD 2001 - 2010 Incidence Slide 16 Achievement Achievement Gap Between Students with SLD and Students without SLD Slide 17 What Is a Multi-Leveled Framework? CoreTargeted Intensive Slide 18 Public Health Prevention Model Address needs of most students through CORE Instruction Provides TARGETED Instruction for students not meeting certain criteria Reserving INTENSIVE Instruction for students with most significant needs Shift in Conceptual Framework Slide 19 Various models are all based on the same framework Not specific curriculum or program Provides framework for allocating instructional services and resources in response to students needs Shift in Conceptual Framework continues Slide 20 School wide Multi-level instructional and behavioral system Identify students at-risk and who need acceleration or enrichment Monitor student progress Provide interventions Adjust intensity and nature of interventions Support for Personalized Learning Framework Slide 21 General classroom instruction Monitoring of student performance Screening Multi-levels of instruction SPL Framework Core Characteristics Slide 22 Majority of student needs are met within the Core Screening used to identify needs Progress monitoring used to measure effectiveness of instruction Interventions are proportionate to students individual needs Decision making is data based SPL - Key Principles Slide 23 Solid CORE Program Universal screening Differentiated support within the CORE Program Progress monitoring of students within the CORE program Supplemental (TARGETED) Instruction for students slightly below grade level Implementing and Monitoring an SPL System Slide 24 Progress monitoring of students within TARGETED Instruction INTENSIVE Instruction for students well below grade level Progress monitoring of students within INTENSIVE Instruction Referral for formal evaluation for Special Education eligibility Implementing and Monitoring an SPL System continues Slide 25 The Core is every schools initial instructional practices the teaching and school experiences every student receives daily. The Core should meet the educational needs of at least 80% of the students. The CORE Slide 26 Differentiated instruction Small group activities Focusing on most critical standards and objectives Ongoing analysis and response to assessment data Ensure of quality teaching Maximizing instructional time Implementing programs as intended Characteristics of Effective CORE Instruction Slide 27 Must meet the needs of: Students who despite their struggling have not been successful Intentional nonlearners students who fail to try Must group students by the cause of their difficulties, not the symptoms Targeted Instruction Slide 28 Characteristics of Effective TARGETED Instruction Supports for intentional nonlearners Mandatory study hall Mandatory homework help Frequent progress reports Study-skills classes Goal-setting and career planning support Targeted rewards Slide 29 Characteristics of Effective TARGETED Instruction continued Supports for struggling learners Initial pedagogic practices dont correspond with learning style lecture vs. visual/tactile Additional time Prerequisite skill review Smaller groups formed around reasons for not learning Slide 30 Is designed for students who show low content area skill and/or lack of progress over time when quality CORE and TARGETED instruction have been provided. INTENSIVE Instruction Slide 31 The main differences are not necessarily the interventions themselves, but the: frequency; duration; and progress monitoring requirements. INTENSIVE vs. TARGETED Instruction Slide 32 Refers to the Amount of time per day The number of days per week The number of weeks of instruction The number of students receiving the intervention at a given time INTENSIVE Instruction Slide 33 The Eight Components of Support for Personalized Learning Slide 34 SPL - Component # 1 School Climate and Culture A positive school climate provides the foundation on which instruction will occur and all students will be engaged in learning and depends on four essential elements. Slide 35 SPL Component # 2 Leadership Leadership is critical for effective implementation. Success will be determined, to a great extent, by the degree to which district and school leaders are able to move the focus from philosophical understanding to actual practice. Slide 36 SPL - Component # 3 Teams and Processes The purpose of the problem-solving process is to assist educators, parents and service providers in selecting and/or designing strategies that have high probability for success in maximizing the academic and behavioral performance of students. Slide 37 SPL - Component # 4 Family and Community Partnerships Central to effective partnership is the recognition of shared responsibility and ownership of student challenges and successes by parents, families, students, community members and educators. Slide 38 SPL - Component # 5 Assessments Effective use of assessments provides data to drive the decision making process at the individual student, classroom and school levels. Slide 39 SPL - Component # 6 Core Instruction Must be viable, rigorous, relevant, standards-driven and characterized by teachers: Scaffolding Immediate response Multiple strategies Emphasizing student responsibility Emphasizing 24/7 learning Slide 40 SPL - Component # 7 Targeted Instruction Is characterized by evidenced-based instructional strategies and strengths- based interventions based on the students specific learning and/or behavioral needs. Targeted Instruction serves a two-fold purpose. Slide 41 SPL - Component # 8 Intensive Instruction...Is intended for students with significant and/or chronic deficits as well as for students with significant underachievement. Intensive Instruction is used to provide: Interventions Enrichment and/or advancement in a specific area of study; Training on student-specific learning needs. Slide 42 Defining Personalized Learning Slide 43 about getting the right instruction to each student as quickly as possible for the greatest amount of time. Support for Personalized Learning is... Slide 44 about understanding that solutions to problems are context specific. Support for Personalized Learning is... Slide 45 ... about having rich conversations about students that put their performance into a personalized context. Support for Personalized Learning is... Slide 46 about determining whether an identified problem exists for one student, a small group of students, or a large group of students and using this knowledge to form the most appropriate response. Support for Personalized Learning is... Slide 47 ...about the individuals closest to each student collecting pertinent data and actively participating in designing the most appropriate response. Support for Personalized Learning is... Slide 48 about utilizing a problem-solving process to analyze possible reasons for a students academic and/or behavioral needs and providing the most effective configuration of support. Support for Personalized Learning is... Slide 49 ...about envisioning and articulating viable expectations for every student. Support for Personalized Learning is... Slide 50 about identifying and manipulating the variables that affect a students performance. Support for Personalized Learning is... Slide 51 as dynamic as students are, and changes depending on the needs of every individual. Support for Personalized Learning is... Slide 52 ... is a broader, more flexible approach that we will use to provide the most appropriate instruction for every student in WV. SPL as a PROCESS... Slide 53 The Success of SPL......will result from all of us; working together to define and responsively redefine what is needed student by student. Slide 54 Every STUDENT in WV is different. Every DISTRICT in WV is different. Slide 55 Your Next Steps... 1. Communicate clarifications 2. Collaboratively redefine how your district will collectively provide personalized learning for all students. Slide 56 Translate SPL through the CONTEXT in YOUR COUNTY Slide 57 Who do we need to be part of the team that will make these decisions in our district? What do we have that we can use? What is currently serving the personalized needs of our students, now? What is not? How will we communicate and ensure the shifting that needs to occur? Guiding Questions Slide 58 1. Ensure everyone understands and accepts the givens. 2. Rally resources and forces to ensure every district, every school, every teacher has everything they need to give every single child as close to possible what they need to learn the most. Our Next Steps... Slide 59 Not just us Not just you Not just teachers It will take ALL OF US working together... Slide 60 ...the direction we are expected and need to shift towards... Support for Personalized Learning is... Slide 61 STEP 1 = What do we have that we can use? What already serves the personalized needs of our students? STEP 2 = Where do we need to focus our enhancements? Shifting Towards More Support for Personalized Learning Through Self-Assessment