Support for Personalized LearningPresented by

Dr. Sarah Lee

RESA 4 Technical Assistance Specialist

A recorded version of this presentation will be posted tohttp://wvde.state.wv.us/osp/sebta2.html

“Our challenge as educators is to make sure that we provide all children in our public schools the opportunity for success. Teachers of children with special needs understand this challenge more than most. They are dedicated individuals who have a passion for teaching and high expectations that every child can learn given an opportunity.” – James B. Phares, Ed.D.

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.

Core 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.

Core Principles of SPL

WHAT – Six Essential Components of SPL

Leadership

Improved

Student

Outcomes

School Climate

and Culture

Teams and

Processes

Family and

Community

Partnerships

Assessments

Curriculum and

Instruction

Practice Profile

Emergi

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Developing

Operationali

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Optimizing

The Continuum

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

Practice Profile

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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

Practice Profile

Emergi

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Developing

Operationali

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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 Processes

Problem-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 PlanDid it work?

SPL supports the use of school teams to lead the examination of student work as well as other types of evidence of student performance as essential processes of informed decision-making.

It is important to remember that school teams leading implementation of SPL do not necessarily need to be new teams.

Teams and Processes

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Teams and Processes

• 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

Practice Profile

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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 adjustmentsProgress MonitoringPurpose: Determine if students are making progress toward specific skills, processes and

understandings and inform school-wide action plansDiagnosticPurpose: Assist teachers in adjusting the type and degree of scaffolding, in differentiating

instruction, and in picking up patterns of strengths and weaknessesSummativePurpose: Inform the system and provide a longitudinal view of curricular strengths and

weaknesses

Assessment Types

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Assessment

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 Instruction

CORE 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

Curriculum and Instruction

INTENSIVE SupportSPL endorses the value of instructional supports at the INTENSIVE level

including:– Intensified scaffolding and time: suggested to occur 3 to 5 times per week for

class sessions of 30 to 60 minutes– Smaller groups of similarly-skilled and needs-alike students or one-to-one– Most likely to occur outside the general education classroom– May occur before, during or after the school day dependent on available

resources and personnel.

SPL does not promote: – INTENSIVE support replacing opportunity to receive instruction in science,

social studies, physical education and the arts– Isolated skill drill requiring students to independently make generalizations

and connections back to the CORE content.

Practice Profile

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Curriculum and Instruction

SPL FRAMEWORK: A Quick Reference Guide

Web Resources

http://wvde.state.wv.us/spl

Thank you for your participation. At the

conclusion of this webinar,please download the

NCIPP mentor-mentee attachments.

If you require additional assistance please contact the Office of Special Programs

304-558-2696