an overview march 2015. wh y wh at ho w wh ere wh en wh o ?
TRANSCRIPT
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