Support for Personalized Learning
Dr. Christina Chambers, Assistant Director Office of Special Programs
Schools Across West Virginia Get a Snapshot of
Student Growth as Part of State's New
Accountability System
Posted: September 04, 2013
"It is important for our schools to understand that the
new accountability system is not about comparing one
school to another," added Phares. "The system is about
keeping your eye on the finish line despite where a
student starts and moving that individual student
forward to proficiency."
WESTEST 2 Mathematics All
Percent Proficient
Grade
2009
2010
2011
2012
2013
3
38%
44%
41%
49%
42%
4
42%
42%
46%
47%
48%
5
42%
45%
45%
50%
46%
6
39%
43%
45%
48%
48%
7
39%
47%
44%
51%
47%
8
35%
37%
40%
42%
43%
9
33%
36%
39%
41%
43%
10
37%
39%
42%
43%
42%
11
37%
41%
44%
48%
44%
WESTEST 2 RLA All
Percent Proficient
Grade
2009
2010
2011
2012
2013
3
40%
44%
46%
49%
44%
4
39%
40%
48%
44%
47%
5
40%
43%
46%
51%
42%
6
40%
43%
50%
51%
53%
7
40%
43%
51%
49%
50%
8
40%
42%
49%
47%
50%
9
40%
40%
47%
48%
52%
10
40%
43%
47%
48%
51%
11
35%
35%
44%
45%
47%
How Student Groups Overlap
Percentage of WV Students with Disabilities
Who Belong to Other Groups
State Board Goal
The West Virginia Board of Education will
provide a statewide system of education that
ensures all students graduate from high school
prepared for success in high-quality
postsecondary opportunities in college and/or
careers.
Rationale
The future quality of life for the citizens of West Virginia
is directly linked to the performance of our students.
Today's students are tomorrow's wage earners and tax payers.
Low student achievement levels, decreasing graduation rates and
ranking among the nation's lowest levels of post-secondary
transition are all bleak predictors of West Virginia's future. We must
strive to prepare our graduates to meet the requirements of high
quality jobs needed within West Virginia and nationally. In addition
to career preparedness, many systemic public issues like obesity,
drug dependence, teen pregnancy, and crime are statistically linked
to the overall level of education. Thus, unless our education system
improves and our young people are prepared to be productive and
responsible members of our society, the state will have decreasing
resources to support the infra-structure and services essential to
attracting economic growth and elevating the overall quality of life
of its citizens.
•
Subgroup Intervention
for Low SES
Subgroup Intervention
for SWD
Purpose of SPL
The West Virginia Support for Personalized
Learning (SPL) framework is a state-wide
initiative that suggests flexible use of
resources to provide relevant academic,
social/emotional and/or behavioral support
to enhance learning for ALL students.
SPL is designed to improve outcomes for
students with a variety of academic and
behavioral needs.
Purpose of SPL
SPL incorporates and
builds on processes
formerly implemented as RTI.
Purpose of SPL
SPL, at its strongest, will look different for
each student.
SPL, at its strongest, will be customized for
each district, school and classroom.
Purpose of SPL
SPL is characterized by a seamless system of
high quality instructional practices allowing
all students to make significant progress:
• at-risk,
• exceeding grade level expectations
• or at any point along the continuum.
Purpose of SPL
The SPL framework supports shared
responsibility between general and special
education teachers for the learning outcomes of
all students.
WV Standards for High Quality Schools
WVBE Policy 2322
Standard 3: Standards-Focused Curriculum, Instruction and Assessments
Function C: Instructional Planning:
Teachers design long and short term instructional plans
for guiding student mastery of the Content Standards
and Objectives based on the needs, interests and
performance levels of their students.
Curriculum and Instruction
CORE
• Provides foundation of 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 individual (5%)
CORE
CORE Instruction
• 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 ; students are engaged
• Emphasizes 24/7 learning
ESEA Flexibility Waiver
Menu of Interventions
•
Universal Design Defined…
“Consider
the needs of the
broadest possible range of
users from the beginning”
Architect, Ron Mace
Universal Design for Learning:
Creating a Learning Environment
that Challenges and Engages
All Students
http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm
23
UDL as a Framework for
Learning
Principle 1
Principle 2
Principle 3
Representation
Action and
Expression
Engagement
Allowing students
alternatives to express
or demonstrate their
learning
Stimulating students'
interests and
motivation for learning
in a variety of ways
Presenting information
and course content in
multiple formats so
that all students can
access it
http://iris.peabody.vanderbilt.edu/udl/udl_02.html
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TARGETED
TARGETED Support
SPL endorses the value of instructional supports at the
TARGETED level including:
– Differentiating, scaffolding and using multi-modal
strategies to engage students
– Providing explicit instruction that emphasizes skill building
as well as contextualized instruction that emphasizes
application of skills
– Peer interaction to scaffold student understanding
– 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
ESEA Flexibility Waiver
Menu of Interventions
•
Question????
“… the question is not whether teachers recognize that
such differences exist in virtually every classroom, or even
whether they impact student success.”
“The question that plagues teachers is HOW to attend to
the evident differences in a room that contains so many
young bodies.”
Leading and Managing A Differentiated Classroom by Carol Ann Tomlinson and Marcia B. Imbeau
Differentiated Instruction
DI involves
• Giving students a range of ways to access
curriculum, instruction, and assessment;
• Interacting and participating in the classroom;
demonstrating and expressing what they learn;
and
• Understanding and taking in information.
Differentiated Instruction
Differentiated instruction is based on the
assumptions that students differ in their
learning styles, needs, strengths, and abilities,
and that classroom activities should be
adapted to meet these differences.
Differentiation Includes
• High expectations for all students
• Presenting information and course content in
multiple formats so that all students can access it
• Allowing students alternatives to express or
demonstrate their learning
• Stimulating students' interests and motivation for
learning in a variety of ways
• Utilizing Bloom’s Taxonomy based on learner level of
understanding
• Assigning activities geared to different learning
styles, interests
Differentiated Instruction
Providing Access to the Core
Access to the General Curriculum
Accommodations that affect how a
student with disabilities learns, not
what they are expected to learn.
INTENSIVE
INTENSIVE Support
SPL endorses the value of instructional supports at the
INTENSIVE level including:
– Intensified scaffolding and time: suggested to occur 3 to 5
times per week for class sessions of 30 to 60 minutes
– Smaller groups of similarly-skilled and needs-alike students
or one-to-one
– Most likely to occur outside the general education
classroom
– May occur before, during or after the school day
dependent on available resources and personnel.
Intensive Support
SPL does not promote:
– INTENSIVE support 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.
ESEA Flexibility Waiver
Menu of Interventions
•
What is Scaffolding?
An instructional technique, in which the teacher
breaks a complex task into smaller tasks, models
the desired learning strategy or task, provides
support as student learn to do the task and then
gradually shifts responsibility to the students. In
this manner, a teacher enables students to
accomplish as much of a task as possible
without adult assistance.
Learning Progressions – English
Language Arts – NxGCSOs Learning
Progressions are the :
• Picture of the path students typically follow as they learn.
• The college and career readiness anchor standards are the
focal point for the learning trajectories embedded in the
RLA NxGCSO document.
• The grade-specific standards provide guidance to all K-12
teachers regarding the special role that each grade level
teacher holds in establishing the building blocks for the
more complex learning to come.
• The learning progressions articulated in the RLA NxGCSOs
are useful verbal descriptions of how learning is expected
to progress over time.
Learning Progressions –
Mathematics - NxGCSOs
• Learning progressions are the picture of the path
students typically follow as they learn.
• The learning progressions in mathematics are not
vertically aligned by anchor standards as in RLA
but are vertically centered on individual topics.
• Learning progressions move from one topic to
another, objectives need to be mastered, and
standards are interwoven and interdependent.
• One objective impacts many and many objectives
impact one.
Supports for Students with Disabilities
Cognitive
Strategies Instruction
In SPI, Cognitive Strategies Instruction is described as a
specific form of scaffolding that supports learners in
using thinking processes that are typically overt and
even sub-conscious for highly skilled users.
While many learners independently work their way to
successful management of these cognitive processes,
others have been found to benefit from instructional
supports, customized to their personal needs.
Thank You for Your Attention!
If you need further assistance you can contact
the Office of Special Programs.