Practice Profiles
Guidance for West
Virginia Schools and
Districts
April 2012
Agenda
• Overview
– Support for Personalized Learning
– Foundational Principles
• Framework of Support
– Introduction to Practice Profiles
– Structure of Practice Profiles
– Use of Practice Profiles
– Review Process
• Providing Support
Purpose of Support for
Personalized Learning
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 for
Personalized Learning
Foundational Principles
• SPL is a comprehensive school improvement
framework.
• SPL is a technical structure that organizes and
aligns curriculum, instruction and assessment
in the form of increasingly intensive services
and supports for all students.
• Student learning and needs are monitored
and are assessed routinely using a continuum
of technically adequate measures.
Foundational
Foundational Principles
Principles
• Multi-level systems of support are established in
order to meet changing needs of all students at
any given point in time.
• Student response to instruction and intervention
is used to evaluate the effectiveness of CORE,
TARGETED and INTENSIVE instruction over time.
• SPL is a framework that promotes organizational
flexibility and can be an effective process for
building and sustaining teacher leadership and
effective practices over time.
Introduction to Practice Profiles
• Practice Profiles are tools designed to assist
districts, schools and educators with selfevaluation of current instructional and
assessment practices.
• Provide the means to reflect on policies and
practices in order to improve outcomes for
students.
Introduction to Practice Profiles
• The tools are based on the six components of
SPL
– Leadership
– School Climate and Culture
– Teams and Processes
– Family and Community Partnerships
– Assessment
– Curriculum and Instruction
Introduction to Practice Profiles
• Practice Profiles may be used as:
– An informational resource
– A way to measure implementation
– Tools to assist with planning and school
improvement
Structure of Practice Profiles
• Profiles have been written for three levels of
implementation – classroom, school, and district.
• Each profile discusses the six SPL components across
the GROWTH STAGES
–
–
–
–
Emerging
: Establishing Consensus
Developing
: Building Infrastructure
Operationalizing : Gaining Consistency
Optimizing
: Innovating and Sustaining
Structure of Practice Profile
• Within the profiles there are common key
anchors and guiding questions on the far left
column
– Structures
– Processes and Procedures
– Professional Development
Structure of Practice Profile
Use of Practice Profiles
• Use of the Practice Profiles is a self-reflective
process to:
– Gauge their level of implementation in relation to
the Optimizing stage
– Plan for next steps in implementation
Use of Practice Profile
Use of Practice Profiles
Directions:
1. Determine if you are going to focus on one
component or the entire profile.
2. Read the rows and columns to get a sense of the
scope of the component.
3. Using existing data determine and highlight or
circle the cells that best describe the current
stage of development.
Leadership School-level
Framework of Support: School-Level Practice Profile
Use of Practice Profiles
Directions continued:
4. After completing the profile indicate the
current implementation stage of your site
presently on the Scoring Summary.
5. Identify desired level of implementation.
6. Compare the gap between desired level
and current level.
Use of Practice Profiles
Scoring Summary
03-28-12
Use of Practice Profiles
7. Create and action plan with timelines to
close the gap between desired level and
current level of implementation.
8. Check on the progress of the action plan
throughout the school year.
Use of Practice Profiles
Key Points:
• Practice Profiles can be read horizontally or
vertically.
• You do not have to read each component each
time you use the profile.
• If you feel that two growth stages in one row
describe your site, pick the cell to the left.
• It is possible to be in different growth stages
across components.
Use of Practice Profiles
• It is possible to be in two different growth
stages within one component.
• Discussing the information in these profiles
requires collaboration and input from several
departments/stakeholders/colleagues.
• These are not intended to be direct guides
and do not describe how exactly to move
forward.
Review Process
When districts, schools and educators use the
profiles to both measure implementation and
plan for next steps, they are engaging in the
Review Process.
Review Process
• The process is a formative review.
• The information and insights gained are used
in planning.
• The series of formative review may lead to
periodic summative transition points.
• The information helps make determination as
to specific policy and program outcomes.
Providing Support
Implementation practices and supports are
necessary across each level of the Support for
Personalized Learning framework.
Providing Support
WVDE Leadership
Group
RESA Leadership
Team
District Leadership
Team
School Leadership
Team
School Staff
Students
Provides guidance, visibility,
funding and implementation
supports
Provides guidance, visibility and
implementation supports
Provides guidance, visibility, funding
and implementation supports
Provides guidance and manages
implementation
Provides effective practices to support
students
Improved academics and behavior
Purpose of Support for
Personalized Learning
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.