An OverviewApril 2012
Why Wh
at
How
Where
When
Who ?
WHY – Federal and State Policies
ESEA/
IDEA 2004
Improved Student Outcomes
Policy
2510
Policy
2512Polic
y 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
State– Guidance Document– Self-assessment tools– Website providing professional development materials and resourcesRESA– 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 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?
• 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 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
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.
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
Top Related