Transcript Slide 1

GUIDANCE FOR
WEST VIRGINIA
AND
IMPLEMENTATION
FOR
HANCOCK COUNTY
SCHOOLS
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Purpose of SPL
West Virginia Support for Personalized Learning (SPL) is a
framework that:
• 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 processes for 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.
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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/
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Essential Components of SPL
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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 teachers customize 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
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Teams and Processes
Two layers of teams at each school:
1. Problem Solving/School Leadership Team (titles
are interchangeable: we will use School
Leadership Team)
2. PLC Team
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Teams and Processes
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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 decisionmaking
• 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.
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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:
1. Engagement
2. Safety
3. Environment
These positive supports must be established at the CORE level:
1. Define and consistently teach expectations
2. Acknowledge appropriate behaviors
3. Apply inclusive collaboration to decision-making
4. Monitor and correct
5. Use a culturally sensitive, solution-focused approach
Link to Survey:
http://wvde.state.wv.us/schoolimprovement/schoolculture-survey.html
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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
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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
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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
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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
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Assessments
Summative Assessments
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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
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Curriculum and Instruction
Six Essential Instruction Phases of SPL
SAT /
Evaluation
NGCSO:
CORE
Instruction
Progress
Monitoring
Intensive
Support
Progress
Monitoring
Targeted
Support
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
CORE Instruction (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, somemiddle, 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 in SPL
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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
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Key Components of Instruction
Gap Analysis
Universal Design for Learning
Differentiated Instruction
Universal Backwards Design
Scaffolding
Research-Based Instructional Practice
Data-Driven Decision-Making
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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.
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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.
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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.
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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).
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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
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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.
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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.
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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
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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
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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.
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SPL FRAMEWORK: A Quick Reference Guide