From Managing Instruction to Ensuring Learning
By Susan Beck
Ellen OdermanPhyllis Veith
Student
What Is Personalized Learning?
Student
SpecificSupport for Personalized Learning
Disabilities
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
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
• 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
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…
• Shared Responsibility Between General and Special Education Teachers• Responsibility for Learning Outcomes
For All Students
Shift in Responsibility
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 child’s
response to scientific, research-based intervention
– May permit use of other alternative research-based procedures
Shift in Specific Learning Disabilities Eligibility
Summary of Eligibility Criteria and Determinations
The multidisciplinary team must determine through a body of evidence:
–Level of Learning–Rate of Learning–Exclusionary Factors
Underachievement cannot be the result of a lack of appropriate instruction, specifically in the essential components of reading and mathematics.
In Addition…
• 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 …
Incidence: Chart 1• National – Specific Learning
Disability Percent of Total Special Education by State in 2009
• West Virginia– Number of identified Students with SLD 2001 - 2010
Incidence
Achievement
• Achievement Gap Between Students with SLD and Students without SLD
What Is a Multi-Leveled Framework?
Core Targeted Intensive
• 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
• 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…
• 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
• General classroom instruction• Monitoring of student
performance• Screening• Multi-levels of instruction
SPL Framework Core Characteristics
• 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
• 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
• 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…
• The Core is every school’s 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
• 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
• 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
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
Characteristics of Effective TARGETED Instruction… continuedSupports for struggling learners…– Initial pedagogic practices don’t correspond
with learning style – lecture vs. visual/tactile–Additional time–Prerequisite skill review– Smaller groups formed around reasons for
not learning
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
The main differences are not necessarily the interventions themselves, but the: – frequency;– duration; and –progress monitoring requirements.
INTENSIVE vs. TARGETED Instruction
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
The Eight Components
of Support for Personalized Learning
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.
SPL – Component # 2Leadership
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.
SPL - Component # 3Teams 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.
SPL - Component # 4Family 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.
SPL - Component # 5Assessments
Effective use of assessments provides data to drive the decision making process at the individual student, classroom and school levels.
SPL - Component # 6Core Instruction
…Must be viable, rigorous, relevant, standards-driven and characterized by teachers:
• Scaffolding• Immediate response• Multiple strategies • Emphasizing student responsibility• Emphasizing 24/7 learning
SPL - Component # 7Targeted Instruction
…Is characterized by evidenced-based instructional strategies and strengths-based interventions based on the student’s specific learning and/or behavioral needs. Targeted Instruction serves a two-fold purpose.
SPL - Component # 8Intensive 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.
Defining Personalized
Learning
…about getting the right instruction to each student as quickly as possible for the greatest amount of time.
Support for Personalized Learning is...
…about understanding that solutions to problems are context specific.
Support for Personalized Learning is...
...about having rich conversations about students that put their performance into a personalized context.
Support for Personalized Learning is...
…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...
...about the individuals closest to each student collecting pertinent data and
actively participating in designing the most appropriate response.
Support for Personalized Learning is...
…about utilizing a problem-solving process to analyze possible reasons for a student’s academic and/or behavioral needs and providing the most effective configuration of support.
Support for Personalized Learning is...
...about envisioning and articulating viable expectations for every student.
Support for Personalized Learning is...
… about identifying and manipulating the variables that affect a student’s performance.
Support for Personalized Learning is...
…as dynamic as students are, and changes depending on the needs of every individual.
Support for Personalized Learning is...
... 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...
The Success of SPL...
...will result from all of us; working together to define and responsively redefine what is needed student by student.
Every STUDENT in WV is different.Every DISTRICT in WV is different.
Your Next Steps...
1. Communicate clarifications
2. Collaboratively redefine how your district will collectively provide personalized learning for all students.
Translate SPL through
the
CONTEXT
in
YOUR COUNTY
•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
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...
•Not just us•Not just you•Not just teachers
It will take ALL OF US working together...
...the direction we are expected and need to shift towards...
Support for Personalized Learning is...
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 MoreSupport for Personalized Learning
Through Self-Assessment
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