Documentation Utilizing WVEIS On the Web (WOW)
December 2, 2011
Good Kids Doing Great Work
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.
Our goals for students
are centered around:
What we want students to KNOW
HOW we want students to BEHAVE
What we want students to ACCOMPLISH
Strategic Priorities
1. To meet the personal needs of each student
2. To elevate the importance of great teachers and
learning
3. To make the improvement of public education a
moral imperative of every citizen and stakeholder
4. To accelerate innovation and transform schools to
meet Global 21 demands
Student
Support for
Personalized
Learning
Connecting Supports for
(SPL)
Personalized Learning
Key Words
1.
2.
3.
4.
5.
6.
7.
Optional for SPL
Suggested
Minimal
Local context based upon capacity
Flexible
Tool to help schools/districts
Discretionary
Agenda
• Overview
–
–
–
–
Support for Personalized Learning
Critical Skills (WVBE Policy 2512)
Coordinated Early Intervening Services (CEIS)
Achieve 21
• Conceptual Framework
• Demonstration of Student-Level Record
Student
Support for
Personalized
Learning
Connecting Supports for
(SPL)
Personalized Learning
Purpose of Support for
Personalized Learning
Authority • WVBE Policy 2419: Regulations for the
Education of Students with Exceptionalities and W.Va.
Code §18-20-1
Support for Personalized Learning is a framework that
promotes a well-integrated system connecting general,
supplementary, gifted and special education in
providing high quality, standards-based instruction and
intervention that is matched to students’ academic,
social/emotional and behavioral needs.
Purpose
of Support
Purpose
of SPL for
Personalized Learning
Purpose
of Support
Purpose
of SPL for
Personalized Learning
Support for
Personalized
Purpose
of SPL Learning
Framework
The three-level framework applies to academic and behavior skills
• SPL is a three-level system designed to meet the needs of ALL
students.
• Curriculum is based on state standards. High quality instruction
is essential for maximizing student success.
Critical Skills
(WVBE Policy 2512)
Purpose of Critical Skills
Authority • WVBE Policy 2512: Instructional
Supports for Third and Eighth Grade Students
to Achieve Critical Skills; and W.Va. Code §182E-10
Critical Skills is a framework that provides for
critical skills instructional supports for third
and eighth grade students who are not
mastering reading/language arts and math
adequately for success at the next grade level.
Purpose of Critical Skills
Purpose of Critical Skills
Critical Skills Framework
The three-level framework applies to reading/language arts and math
• Critical Skills is a three-level system designed to meet
the needs of Third and Eighth grade students
• Curriculum is based on state standards. High quality
instruction is essential for maximizing student
success
Overview
Variables
Support for Personalized
Learning
Critical Skills
GRADES
K-12
Third & Eighth Grades
INSTRUCTION
English/Language Arts
Math
Behavior
English/Language Arts
Math
SCHOOL TIMEFRAME
Before/During
/After/Summer/ Breaks
Before/During /After/Summer/
Breaks
DOCUMENTATION
UTILIZING WOW
Suggested
Required
DOCUMENTATION
INITIATION
Selection for INTENSIVE
Selection for
TARGETED/INTENSIVE
Support for Personalized Learning and
Critical Skills
Assessments
• Feature of SPL is its use of data to
continuously review student progress to:
– Identify academic, social/emotional and or
behavioral needs of individual students K-12
– Inform the problem-solving process
– Design and modify instruction to meet student
needs
– Elevate the effectiveness of instruction at
different levels (e.g. classroom, school, district)
Assessments
• Feature of Critical Skills is the use of data to
continuously review student progress, and
• Identify academic needs of individual students
in grades 3 and 8
Assessments
Assessments
Suggested SPL Intervention Framework
Student
Coordinated Early
Intervening
Services
Connecting Supports for
(CEIS)
Personalized Learning
CEIS
• Only to be used by counties when they have
set aside 15% of their IDEA allocation to
provide services for non-disabled students.
• The set aside funds must be documented
through the LEA Application for Special
Education.
Student
Achieve
21
Update
Connecting
Supports
for
Personalized Learning
Establishing Conceptual
Framework for Interventions Tab
Benefits for SEA
 Ability to uniformly collect data in order to evaluate
the effectiveness of State initiatives.
 Timely access to student intervention data that
allows the WVDE to support schools in their
implementation of intervention initiatives.
 Enables the WVDE to help schools make informed
decisions when addressing the needs of their
students.
 No additional data system development expense.
Benefits for LEAs and Schools
 Access to student tracking system capable of
documenting a complete history of key decisions
regarding a student’s experiences in Critical Skills and
Support for Personalized Learning.
 Access to data for evaluating Critical Skills and
Support for Personalized Learning in the school.
 Periodic self-appraisal to inform school-level
implementation.
 No need to purchase a separate reporting system.
Responsibilities of LEAs and
Schools
 Ensure that staff members have an active WVEIS ID which
provides access to the WVEIS On the WEB (WOW) system.
 Utilize RESA/County Resources to provide WOW training for staff.
 Identify THIRD and EIGHTH grade students receiving Critical Skills
instruction in ELA or Mathematics.
 Make the Intervention Tab available to staff who provide
TARGETED and INTENSIVE academic and behavioral interventions
to at-risk students.
 Use self-appraisal to inform the implementation of Critical Skills
and Support for Personalized Learning frameworks in schools.
Next Steps for LEAs
• Determine Interventions Tab rollout/
retraining with WVEIS contacts and
instructional leaders.
• Insure intervention providers have access to
WOW.
• Train intervention providers in use of
Interventions Tab.
• Disseminate the User Guide.
User Guide
Access
thethe
WOW
WVEIS On
WebSystem
(WOW)
Click
Here
http://wveis.k12.wv.us/
WVEIS OnLog
the In
Web (WOW)
Log-In entering WVEIS
username and
password
WVEIS On the Web (WOW)
Locate and click “Menus” from the
horizontal menu bar.
WVEIS On the Web (WOW)
Locate and click “STU.301 Maintain
Student Information”.
WVEIS On the Web (WOW)
Click a student name
Demonstration of Student-Level
Record
Data Field Explanation
Date:
WVEIS will populate
the date the record
is entered.
By:
Enter the name of
the person
recording the data
entry.
Previous Level: The
level assigned prior to
planned intervention
will automatically be
displayed.
New Level: Select the
level assigned during
planned intervention.
Reason: Select from
the drop-down menu
to indicate the reason
for current level
placement.
Skill: Enter the specific skill
that is the focus of the
current intervention or
Select from the Skills
Continuum and copy/paste
into this field.
Skill Continuum Select from
the Skills Continuum and
copy/paste into this field.
Interventions: Choose
one of the provided
interventions to
document the applied
strategy utilized in the
intervention.
When Offered: Select from
the drop-down menu to
indicate when the planned
intervention will occur.
Beginning Date: Enter
the beginning date of the
planned intervention.
Ending Date: Enter the
anticipated ending date of
the planned intervention.
Time-in-Sessions: Enter
total minutes of each
planned intervention
session (i.e. 20).
Number of Sessions: Enter
the actual intervention
sessions (i.e. 20).
Comments: As an
optional field, the user
may elect to further
describe the intervention
or reasons for placement.
Assessment Type: Enter the type
of assessment (i.e. screening,
interim, progress monitoring, etc.)
Assessment Name:
List the proper
assessment name.
Score: Enter the
score achieved on
the assessment.
Date: Enter the date
the assessment was
administered.
After entering the intervention data, select “SUBMIT” to save this record.
SUBMIT:
Select “SUBMIT” to complete
the intervention entry and
save the data.
Edit an Existing Record
To edit/revise an existing record, you will follow the same process used to enter a new record.
However, the first step differs in that you will select an existing record rather than “New” from your
INTERVENTIONS TAB screen. To revise a record, select the Date of the previous intervention. This
opens the previous intervention record and allows edits to be made.
Note: If data is added or revised within the existing data fields, the user must select “Submit” to
save any changes made.
DATE/OF/INTERVENTION:
Select the date the
previous intervention was
recorded. This will open
the previous intervention
record and enable the
user to edit or revise this
intervention record.
NOTE: Each previous
intervention record will
be listed on this screen.