Transcript Support for Personalized Learning Including RTI and Critical Skills within a Common Collaborative Structure West Virginia Department of Education Webinar Presentation Thursday, July 7,

Support for Personalized Learning
Including RTI and Critical Skills within a Common Collaborative Structure
West Virginia Department of Education
Webinar Presentation
Thursday, July 7, 2011
AGENDA
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Welcome and Introductions
Setting the Context for Personalized Learning
What is Support for Personalized Learning (SPL)?
Combining Efforts to Meet the Needs of All Students
Guidance Chart
Clarification Items
Questions and Answers
Support for Personalized Learning
Including RTI and Critical Skills within a Common Collaborative Structure
West Virginia Department of Education
Webinar Presentation
Thursday, July 7, 2011
Setting the Context
Dr. Jorea Marple
State Superintendent of Schools
It’s ALL About the Kids!
Developing students who are healthy,
responsible, and self-directed and
who have the knowledge and Global
21 skills that will bring them
satisfying and productive lives.
What is SPL?
Support for
Personalized
Learning?
Integration of Multiple Efforts
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Response to Intervention
Critical Skills Program
21st Century After School Academic Supports
Title I Extended Day/Extended Year Learning
Opportunities
• All of these are great programs designed to meet the
needs of students - but not in isolation of each other
• Often viewed as four distinct different “programs” rather
than a coherent system of support
• All with mixed results partly due to the lack of coordination
with other services – many true success stories
• Have had some unintended consequences of creating
some burdensome conditions for schools and teachers
Support for Personalized Learning
• Must be seen as a unified system of delivering services to
students – not isolated programs or initiatives
• Must have collaborative structures to take advantage of
the limited resources we have available to us
• Must provide flexibility for teachers to provide quality
instruction designed to meet the needs of individual
students – not spend hours compiling documentation or
counting interventions
• Must avoid costly duplication of efforts
• Must provide students the opportunity to master the
content standards
What Does SPL Look Like?
• Framed around 8 variables that impact student
achievement and all of which are within our control
1. Students: the WHO of SPL
2. Instruction: the WHAT of SPL
3. Location: the WHERE of SPL
4. Assessment: the WHY of SPL
5. Time: the WHEN of SPL
6. Personnel: the BY WHOM of SPL
7. Group Size: the HOW of SPL
8. Documentation: the NOW WHAT of SPL
√ These 8 things within our scope of control must be
maximized to meet the needs of individual students and
personalize learning for all.
What Does SPL Look Like?
• Framed around 3 levels of instructional intensity
– CORE INSTRUCTION
– TARGETED INSTRUCTION
– INTENSIVE INSTRUCTION
• Formerly known as Tier 1, Tier 2, Tier 3
– Renamed to more accurately describe the intent of the
services provided to students and to unify the multiple
programs and efforts being merged into SPL
• Identifies components for both Academic Support and Behavior
Support
What Does SPL Look Like?
Support for Personalized Learning (SPL)
Including RTI and Critical Skills within a Common Collaborative Structure – SPL
What Does Instruction Look Like?
How Does A Student Respond to Instruction?
Core Instruction
Intensity
Academic
Support
Variable
Students
 All Students
Targeted Instruction
Behavior
Support
 All Students
Academic
Support
 Some at-risk students
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Instruction
 Provides all students
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with a strong core
personalized
curriculum focused on
meeting individual
needs
Responsive teaching
allows students to take
on new learning using
scaffolded instruction
Differentiated
instruction, Universal
Design For Learning
and co-teaching are
utilized
Emphasizes learning
24/7
Emphasizes student
responsibility and
accountability
Instruction designed to
engage students,
framed for clarity and
relevancy, presented
with pre-assessment
and learning targets,
 Standards of Behavior
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are clearly articulated
to all students, parents
and supported by all
staff
Universal interventions
used with all students
to promote healthy
development and
prevent problems
School-wide social
skills training
Teach school behavior
expectations
Effective classroom
management
Positive reinforcement
systems
Instruction designed to
engage students,
framed for clarity and
relevancy, presented
with pre-assessment
and learning targets,
includes embedded
time for students to
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who need short-term
intervention to achieve
grade-level mastery
Intervention at first
indication of learning
difficulties
Supplemental support
for identified skill areas
of deficiency
Designed to complement
and extend core
instruction
Additional exposure to
general education
curriculum
Behavior
Support
 Some at-risk students
who need short-term
intervention with initial
displays of difficulty
with behavior
 Provision of group
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interventions within the
general education
classroom
Small group
interventions to
address: anger, social
skills, substance abuse.
Self-management
training and support
Parent training and
collaboration
Behavior contracting
Mentor programs to
provide connections
with caring adults that
support positive
behavior
Intensive Instruction
Academic
Support
 Few high risk students
who do not make
sufficient progress with
targeted instruction
 Lessons that target
weaknesses while
leveraging student
strengths.
 Intensive individualized
instruction for students
who are struggling to
make sufficient
progress with targeted
instruction
Behavior
Support
 Few high risk students
who do not make
sufficient progress with
targeted interventions
 Intensive social skills
teaching
 Individual Behavior
Intervention Plan
 Multi-agency
collaboration
 Parent training and
collaboration
The “D” Word - Documentation
• Critical skills currently utilizes a very simple WVEIS based
“drop and click” documentation system that teachers have found
very user-friendly and not cumbersome
– It will be expanded with more options to allow use for
documenting interventions required for special education
(RTI)
– This is a work in progress and will be rolled out as soon as it
is operational
• Documentation requirements should not be overly cumbersome
and may include multiple sources of evidence that teachers
routinely collect for all students
• There is no “magic number” of interventions required
• Must show student response to the level of learning and the rate
of learning
SLD Eligibility Determination
• Duration of Intervention
– Varies based upon student need and their response to instruction in
Targeted and Intensive Instruction
• Intensity and Frequency of Intervention
– Varies based upon student need and their response to instruction in
Targeted and Intensive Instruction
• Frequency of Progress Monitoring
– Required versus Recommended
• Referral to Special Education
– In order to be eligible for SLD or BD “data-based
documentation of repeated assessments of achievement
and/or behavior at reasonable intervals, reflecting formal
assessment of student progress during instruction” must be
utilized
Clarifications from Title I
• Title I teachers and interventionists are scheduled into
regular classroom to provide supplemental core and
targeted instruction
• Title personnel are scheduled for very limited pull-out
services and should not be utilized in a replacement
model
• Title I teachers are not teachers of record
• Consider flex scheduling for Title I personnel to permit
extended learning opportunities for students
• Consider providing or reviewing professional
development for co-teaching and differentiated
instruction.
Keys to Success
• School Team Decision Making
• Provide maximum flexibility to teachers (flex
scheduling, daily schedules, Policy 2510, documentation)
• Coordinate and integrate services
• Provide high-quality supports in all classrooms at
all levels
• Don’t become bogged down with documenting
the process – focus on the needs of students
• Doing what’s best for the student – always
Next Steps
• Information disseminated to Title I and Special
Education Directors electronically (chart with key points)
• Webinars for principals and school teams will be
conducted in early August
• Chart and information will be shared with
principals and teachers at meetings throughout
the remainder of the summer
• Presentations will be provided for district Directors
of Special Education, Title I, etc.
• Clarification will be delivered via a FAQ document
to be posted in mid-August
• Convene a stakeholder group to advise revisions
of Policy 2419
FAQS For Implementation
• A FAQ document will be produced to assist with
implementation
• Review the document thoughtfully through the
lens of personalizing learning for all students
• Submit questions for clarification and guidance to
[email protected] by July 29th for inclusion
in the FAQ document to be posted and
disseminated
• Please put SPL FAQ in the subject line subject
line
Policy Webinar
• Monday, July 11th at 10:00 a.m.
• Review of recent revisions to:
– Policy 2510: Assuring Quality of Education
– Policy 2525: Universal Access to Early
Education
– Policy 2340: Measures of Academic
Progress
Support for Personalized Learning
Including RTI and Critical Skills within a Common Collaborative Structure
West Virginia Department of Education
Webinar Presentation
Thursday, July 7, 2011