An Overview March 2015. Wh y Wh at Ho w Wh ere Wh en Wh o ?

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An Overview March 2015

WhyWhatHowWhereWhenWho?WHY Federal and State Policies

ESEA/ IDEA 2004Improved Student OutcomesPolicy 2510Policy 2512Policy 2419Policy 4373Policy 5310WHY WVDE Policies

WHY Purpose of SPLThe 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 SPLEffective 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

LeadershipImproved Student OutcomesSchool Climate and CultureTeams and ProcessesFamily and Community PartnershipsAssessmentsCurriculum and InstructionPractice ProfileEmergingDevelopingThe Continuu

StateGuidance DocumentSelf-assessment toolsWebsite providing professional development materials and resourcesRESAProviding Professional DevelopmentFacilitating sharing and building consensusForming Regional Leadership TeamDistrictDeveloping leadership rolesDefining and communicating criteria used to make decisionsProviding professional developmentAcquiring and disseminating relevant resourcesSchoolSupporting team problem-solvingDeveloping a plan to strengthen essential components of SPLManaging time and schedules to focus on identified needs

Leadership10School Climate and CulturePositive school climate consists of three primary domains: EngagementSafetyEnvironmentA positive school culture exists when key elements of a positive school climate are in place.A caring school communityInstruction in appropriate behavior and social problem-solving skillsEffective academic instruction11PracticesDefining and consistently teaching expectations of behavior for students, parents and educatorsAcknowledging and recognizing students and adults consistently for appropriate behaviorsMonitoring, correcting or reteaching behavioral errorsEngaging teachers in a collaborative team problem-solving process that uses data to guide instructionIncluding families in culturally-sensitive, solution-focused approach to supporting student learningSchool Climate and CultureProblem-Solving TeamComposed of teachers (general and special educators), specialists, parents and school level administratorPlans intensive instruction for studentsPromotes shared responsibility for student learningCollects and reviews dataEvaluates responsiveness to intense instructionTeams and ProcessesTeams and Processes

Problem-Solving ProcessProblem-Solving Process

Teams and ProcessesTeam MembersSteps in the ProcessSchool Level AdministratorMeeting FacilitatorRecorderTime KeeperParentPersons with Expertise in:DataCustomized InstructionAcademic/ BehavioralCommunity ResourcesProgress MonitoringIdentify and Define Needs What is the Problem?Analyze the ProblemWhy is the Problem Occurring?Develop a PlanWhat are we going to do about it?Implement and Monitor the PlanHow will we monitor progress?Evaluate and Adjust the Plan Did it work?Effective partnerships include:ParentsFamiliesStudents Community MembersEducatorsIndicators of effective partnerships:Sharing informationProblem-solvingCelebrating student successesCentral to effective partnerships is the recognition of shared responsibility and ownership of student challenges and successes.Family and Community PartnershipsKey RolesCollaborate with teachers regarding identified needShare information about child and family as appropriateSupport student learning at homeAttend Problem-Solving Team meetingPartner in instructional planning and progress monitoring

Family and Community PartnershipsPurpose of Assessment

Identify strengths and needs of individual studentsInform problem-solving processInform instruction and necessary adjustmentsEvaluate 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 to inform school-wide action plansDiagnosticPurpose: Assists teachers in adjusting the type and degree of scaffolding and in differentiating instruction and to pick up patterns of strengths and weaknessesSummativePurpose: Inform the system and provides a longitudinal view of curricular strengths and weaknesses

Assessment Types Curriculum and Instruction

COREProvides 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/contentChoose curricula that has evidence of producing optimal levels of achievement (evidence-based curriculum)TARGETEDSupplemental curriculum aligned with CORE and designed to meet the specific needs of targeted group (15%)INTENSIVEFocused curriculum designed to meet the specific needs of the targeted group and/or individual (5%)Curriculum and InstructionCurriculum and InstructionCORE InstructionUtilizes differentiated and scaffolded instruction to meet students needsIncorporates small group activitiesFocuses on the most critical standards and objectivesUtilizes evidence from summative and ongoing formative assessment to make instructional decisions Maximizes instructional time Emphasizes 24/7 learningCurriculum and InstructionTARGETED SupportSPL endorses the value of instructional supports at the TARGETED level including:Differentiating, scaffolding and using multi-modal strategies to engage studentsProviding explicit instruction that emphasizes skill building as well as contextualized instruction that emphasizes application of skillsPeer interaction to scaffold student understandingTeacher use of learning progressions within the standards and objectives as guidance for constructing scaffoldingAccommodations that affect how a student learns, not what they are expected to learn

HOW-WHEN-WHERE-WHO Putting It All Together

COREImproved Student OutcomesTARGETEDINTENSIVEScreeningProblem-SolvingProgressMonitoringFOCUS: all studentsINSTRUCTION: WV Next Generation Content Standards and Objectives and instructional practices that are evidence-based and incorporate differentiated instruction and scaffoldingLOCATION: general education classroomASSESSMENT: screening/interim, formative/ classroom; screening all-beginning, some-middle, end

CORE Level SUGGESTED 25CORE Level SUGGESTED BEHAVIOR SUPPORT: effective school-wide behavior supportsGROUP SIZE: flexible grouping-students move to groups as appropriateTIME: sufficient time for mastery of content and behavioral expectationsGOAL: demonstrated learning of grade-level standards or above

TARGETED Level SUGGESTED FOCUS: students identified through screening as at-risk or as exceeding grade-level standardsINSTRUCTION: targeted, supplemental instruction delivered to small groupsLOCATION: general education classroom or other general education location within the school; before, during, after school, interim, summerASSESSMENT: progress monitoring every 2-3 weeks; diagnostic

TARGETED Level SUGGESTED BEHAVIOR SUPPORT: specialized positive behavior plans provided/monitored by teacher, specialists, parentsGROUP SIZE: small groups of students with similar skills and needsTIME: 15-30 minutes per session, 3-5 sessions per weekLENGTH: 9 weeks minimum prior to INTENSIVEGOAL: 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 instructionINSTRUCTION: intensive, supplemental instruction delivered to small groups or individuallyLOCATION: general education location within the school; may be pull-out; before, during, after school, interim, summerASSESSMENT: progress monitoring every 1-2 weeks; diagnostic

BEHAVIOR SUPPORT: assessment of student behaviors (FBA) and development of specialized behavior plans with teacher, specialist, parentsGROUP SIZE: individual or very small groups of students with similar skills and needsTIME: 30-60 minutes per session, 3-5 sessions per weekLENGTH: 9 weeks minimum prior to referralGOAL: 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

Susan BeckAssistant DirectorOffice of Special Programssbeck@k12.wv.us