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Guidance for West Virginia and Implementation for Hancock County Schools. Purpose of SPL. West Virginia Support for Personalized Learning (SPL) is a framework that:
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Guidance for West Virginia and Implementation for Hancock County Schools
Purpose of SPL West Virginia Support for Personalized Learning (SPL) is a frameworkthat: • encourages the flexible use of resources to provide relevant academic, social/emotional and/or behavioral support to enhance learning for all students. • incorporates and builds on RTI processesfor identifying and addressing students’ needs prior to initiating the special education eligibility process for learning disabilities. • supports shared responsibility between general and special education teachers for the learning outcomes of all students.
Purpose of the SPL Guidance Document Serves as a resource for each local district and school to use as they customize the framework to align with the needs of their students and with their local resources. Link: http://wvde.state.wv.us/spl/
Leadership SPL is a significant change that affects the entire educational system. Leadership is critical for effective implementation. Each school must have a Leadership Team. This team: • Has a common understanding of the purposes of SPL • Works with PLC’s to: • ensure teacherscustomize support for their students accordingly; • conduct self-assessments to focus strengthening the essential components of SPL within their school; • Supports collaborative problem-solving and relevant data collection and analysis
Teams and Processes Two layers of teams at each school: • Problem Solving/School Leadership Team (titles are interchangeable: we will use School Leadership Team) • PLC Team
Teams and Processes School Leadership 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 Problem-Solving Process
Professional Learning Communities: PLC’s Depending on size of school, can be grade level, programmatic level, content area, etc. • support common goals • combine resources • share knowledge • determine the most effective use of staff and other resources within their team • examine of student work and evidence of student performance as essential processes of informed decision-making • School PLC teams lead the implementation of SPL and are not new teams
Family and Community Partnerships Must share the responsibility and ownership of student challenges and successes. Be a positive partnership in order to increase the success of students and schools. Effective educational partnerships must include parents, families, students, and community members.
School Climate and Culture A positive school culture provides the foundation on which instruction occurs and all students will be engaged in learning. Composed of three primary domains: • Engagement • Safety • Environment Thesepositive supports must be established at the CORE level: • Define and consistently teach expectations • Acknowledge appropriate behaviors • Apply inclusive collaboration to decision-making • Monitor and correct • Use a culturally sensitive, solution-focused approach Link to Survey: http://wvde.state.wv.us/schoolimprovement/school-culture-survey.html
Purpose of Assessment Identify strengths and needs of individual students Inform the problem-solving process Inform instruction in order to make necessary adjustments Evaluate the effectiveness of instruction at different levels of the system (e.g. classrooms, school, district) Inform educational decisions
Assessments Screening/Interim Assessments (Benchmarking) • Time frame: Occurs at the beginning, middle and end of the school year • Method: STAR benchmark assessments • Students assessed: All students are screened through the process • Main purposes: • Help teachers differentiate instruction based upon student performance • Help teachers determine instructional groups • Help teachers determine if students are making adequate progress through current instruction and if there is a need to change instruction • Help teachers determine risk status of individual students • Help identify a need to use additional assessment processes
Assessments Formative/Classroom Assessments Processes • Time frame: Ongoing • Method: Unit tests, teacher made tests, CBM (curriculum based measurements) • Students assessed: All students • Main purposes: • Help determine if students are meeting or exceeding grade level standards through current instruction and if there is a need to change instruction • Help teachers differentiate instruction by relevant content, process, and product • Help teachers adjust the degree and type of scaffolding within a gradual release of responsibility • Help students and teachers determine rate of growth
Assessments Progress Monitoring • Time frame: Determined by risk status; • Targeted: every two to three weeks • Intensive: weekly • Method: STAR Reading and Math Assessment and Early STAR • Students assessed: Students receiving TARGETED and INTENSIVE instruction • Main purposes: • Help determine if students are making progress towards learning specific skills, processes or understandings through current instruction • Inform school-wide action plans
Assessments Diagnostic Assessment (previously known as screening) • Time frame: As needed • Method: specific reading, speech, processing, and/or behavioral tests/rating sheets administered by Sped teacher, speech therapist, or school psychologist • Ex: TAPS, CTOPP, QPS, BASC, Connors • Students assessed: Selected students (completed when more information is needed for program planning) • Main purposes: • Help teachers adjust degree and type of scaffolding within a gradual release of responsibility • Help teachers differentiate instruction by relevant content, process and product
Assessments Summative Assessments • Time frame: End of school year or end of course • Method: WESTEST 2, Writing Assessment • Students assessed: All students (grades 3-up) • Main purpose(s): • Gives school leaders and teachers feedback about the overall effectiveness of their programs • Informs school-wide action plans • Provides a longitudinal view of curricular strengths and weaknesses
Six Essential Instruction Phases of SPL NGCSO: CORE Instruction SAT / Evaluation Progress Monitoring Intensive Support Targeted Support Progress Monitoring
Curriculum and Instruction CORE Provides the foundation of the 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 individuals (5%)
Curriculum and Instruction • COREInstruction (formerly Tier 1) • 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 Support (formerly Tier 2) Utilizes additional instructional supports: • Differentiating, scaffolding, and using multi-modal strategies to engage students within the core classroom • Providing explicit instruction that emphasizes skill building as well as contextualized instruction that emphasizes application of skills • Peer interaction to scaffold student understanding • General ed 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 Support(formerly Tier 3) Utilizes targeted support PLUS: • Intensified scaffolding and time: suggested to occur 3 to 5 times per week for class sessions of 30 to 60 minutes • Small groups of similarly-skilled and needs-alike students or 1:1 • Most likely occurs outside the general education classroom • May occur before, during or after the school day dependent on available resources and personnel. SPL does not promote: • 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.
CORE Level 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, all end
TARGETED Level FOCUS: students identified through screening as at-risk or as exceeding grade-level standards • INSTRUCTION: targeted, supplemental instruction delivered to small groups by the general education teacher(s) • 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 assessments to aid in identifying problem areas and focus instruction
TARGETED Level 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 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 assessments for implementing instruction
INTENSIVE Level 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 for evaluation GOAL: eliminate or narrow gap between present achievement and grade-level expectations and gap between instruction and what students need
Decision-Making Considerations in SPL Decision-making drives SPL implementation through: • developing common understanding of key components and processes, at every level (WVDE, districts, schools, classrooms) • self-assessment of needs and resources, at every level • training to cultivate new skills necessary to implement personalized support for all students in WV School PLC teams use relevant information in a defined, efficient, decision-making process to provide all students every opportunity to be successful.
Key Components of Instruction Gap Analysis Universal Design for Learning Differentiated Instruction Universal Backwards Design Scaffolding Research-Based Instructional Practice Data-Driven Decision-Making
Gap Analysis Defines a student’s performance and individual needs considered within the context of standards. Decisions about the most appropriate adjustments to instruction are made in light of the gap between what the student can do and what he/she is expected to do. The processes and tools used to measure and define the gap become more explicit and more consistent as a student’s level of support increases within the SPL framework.
Universal Design for Learning An educational framework based on the development of flexible learning environments that accommodate individual learning differences. Create curriculum that provides: • Multiple means of representation to give various ways of acquiring information and knowledge, • Multiple means of expression to provide alternatives for demonstrating what they know, and • Multiple means of engagement to tap into interests, challenge them appropriately, and motivate them to learn. UDL is intended to increase access to learning by reducing physical, cognitive, intellectual, and organizational barriers to learning, as well as other obstacles. UDL principles also lend themselves to implementing inclusionary practices in the classroom.
Differentiated Instruction A framework for effective teaching that involves providing students with different avenues to acquire content; to process construct or make sense of ideas; and to develop teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability. Differentiated classrooms are responsive to a variety of student readiness levels, interests, and learning profiles. It is a classroom where all students are included and can be successful. To do this a teacher sets different expectations for task completion for students based upon their individual needs.
Universal Backward Design A method of designing curriculum by setting goals before choosing instructional methods and forms of assessment involving 3 stages: • identify the results desired • determine acceptable levels of evidence that support that the desired results have occurred • design activities that will make desired results happen Start with goals, then create or plan out assessments and finally devise lesson plans, similar to using a "road map“ with the destination chosen first and then follow the plan to the desired destination. Teach toward the "end point" or learning goals, to ensure that content taught remains focused and organized. Promotes better understanding of the content or processes to be learned. Focus on addressing what the students need to learn, what data can be collected to show that the students have learned the desired outcomes (or learning standards).
Scaffolding An instructional technique used to provide students with support to accomplish a task that initially is beyond their independent grasp. Support will be gradually decreased; allowing the student to take progressively more responsibility. Scaffolding can be provided in a variety of forms: • modeling • guided questions • additional opportunities for practice • providing a series of smaller tasks leading to a more complex task
Research-based Instructional Practice A practice found to be reliable, trustworthy, and valid based on evidence that when the practice is used with a particular group of students, the students can be expected to make adequate gains in achievement. • Ongoing documentation and analysis of student outcomes helps to define effective practice. • In the absence of evidence, the instruction must be considered “best practice” based on available research and professional literature.
Data-Driven Decision-Making A collective process designed to share common understandings of issues and events, using information from a variety of sources. Requires changes in the working culture of groups and is a collective learning cycle. Curriculum decisions, instruction scheduling and student groupings should all be accomplished through data-driven dialogue.
Roles and Expectations School Level Expectations: Leadership and PLC Teams School Level Practice Profile http://wvde.state.wv.us/spl/Documents/Profile_School_revised-1-24-13.pdf
Roles and Expectations Key Expectations of Teachers: • Self-assess through the use of a Classroom-Level Practice Profile • Identify students who are not making sufficient progress and adjust instruction accordingly. • Utilize formative/classroom assessment and progress monitoring to determine whether the instructional adjustments are working. • Communicate with parents regarding student progress. • Collect and discuss with colleagues student performance data, as well compare the relative success of various options for grouping, differentiating and scaffolding. • Provide relevant information to the problem-solving team as necessary • Collaborate with designated consultants as appropriate • Participate in the problem-solving team meetings • Participate in the design and implementation of the customized instructional plan
Classroom-Level Practice Profile http://wvde.state.wv.us/spl/Documents/Profile_Classroom_revised-1-24-13.pdf
Roles and Expectations Key Expectations of Parents or Guardians: • Collaborate with teachers regarding their child’s needs • Share information about their child and family, as appropriate • Support student learning at home • Attend problem-solving team meetings and partner in implementing the instructional plan and in progress monitoring
Parent Brochure To be included in student’s beginning of year school packet: must go home with every student
Roles and Expectations Key roles within the SAT Team: • School Administrator - Principal or Designee • Meeting Facilitator • Recorder • Provider(s) of individualized instruction • Progress Monitor(s) • School Psychologist • School Counselors • Specialists (more than one role can be filled by an individual) The SPL guidance document provides description and bullets of key expectations and responsibilities for each of these critical roles in the SPL framework.
