An Overview
March 2015
Why
Who
When
What
?
Where
How
WHY – Federal and State Policies
Policy
5310
Policy
4373
ESEA/
IDEA
2004
Improved
Student
Outcomes
Policy
2419
Policy
2510
Policy
2512
WHY – WVDE Policies
WHY – 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.
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Principles of SPL
Effective leadership at all levels is crucial for the
implementation of SPL.
Positive school culture provides the foundation on
which all instruction occurs and all students are
engaged in learning.
Collaboration among educators and families is the
foundation of effective problem-solving and
instructional decision-making.
Ongoing and meaningful involvement of families
increases student success.
Student results are improved when ongoing
academic and behavioral performance data
are used to inform instructional decisions.
Principles of SPL
• ALL Students can learn and achieve high standards
as a result of effective teaching.
• ALL students must have access to a rigorous
standards-based curriculum and research-based
instruction.
• Intervening at the earliest indication of need is
necessary for student success (Prek-12).
• A comprehensive system of multi-level instruction is
essential for addressing the full range of student
needs.
• ALL members of the school community must
continue to gain knowledge and develop expertise
in order to build capacity and sustainability.
WHAT – Six Essential Components of
SPL
Leadership
Curriculum
and Instruction
School Climate
and Culture
Improved
Student
Outcomes
Assessments
Family and
Community
Partnerships
Teams and
Processes
Practice Profile
Leadership
State
– Guidance Document
– Self-assessment tools
– Website providing professional development materials and resources
RESA
– Providing Professional Development
– Facilitating sharing and building consensus
– Forming Regional Leadership Team
District
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–
–
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Developing leadership roles
Defining and communicating criteria used to make decisions
Providing professional development
Acquiring and disseminating relevant resources
School
– Supporting team problem-solving
– Developing a plan to strengthen essential components of SPL
– Managing time and schedules to focus on identified needs
School Climate and Culture
• Positive school climate consists of three
primary domains:
• Engagement
• Safety
• Environment
• A positive school culture exists when key
elements of a positive school climate are in
place.
School Climate and Culture
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•
•
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Practices
Defining and consistently teaching expectations of
behavior for students, parents and educators
Acknowledging and recognizing students and adults
consistently for appropriate behaviors
Monitoring, correcting or reteaching behavioral errors
Engaging teachers in a collaborative team problemsolving process that uses data to guide instruction
Including families in culturally-sensitive, solutionfocused approach to supporting student learning
Teams and Processes
Problem-Solving 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
Teams and Processes
Problem-Solving Process
Team Members
1.
2.
3.
4.
5.
6.
School Level Administrator
Meeting Facilitator
Recorder
Time Keeper
Parent
Persons with Expertise in:
• Data
• Customized Instruction
—Academic/ Behavioral
• Community Resources
• Progress Monitoring
Steps in the Process
1. Identify and Define Needs
What is the Problem?
2. Analyze the Problem
Why is the Problem Occurring?
3. Develop a Plan
What are we going to do about
it?
4. Implement and Monitor the
Plan
How will we monitor progress?
5. Evaluate and Adjust the
Plan Did it work?
Family and Community Partnerships
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•
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Effective partnerships include:
– Parents
– Families
– Students
– Community Members
– Educators
Indicators of effective partnerships:
– Sharing information
– Problem-solving
– Celebrating student successes
Central to effective partnerships is the recognition of shared
responsibility and ownership of student challenges and
successes.
Family and Community Partnerships
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Key Roles
Collaborate with teachers regarding identified
need
Share information about child and family as
appropriate
Support student learning at home
Attend Problem-Solving Team meeting
Partner in instructional planning and progress
monitoring
Assessment
Purpose of Assessment
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•
•
•
Identify strengths and needs of individual students
Inform problem-solving process
Inform instruction and necessary adjustments
Evaluate the effectiveness of instruction at different
levels of the system (e.g. classrooms, school,
district)
• Inform educational decisions
Assessment Types
Screening/Interim
Purpose: Inform determination of risk status and indicate need for
additional support and/or assessment
Formative/Classroom
Purpose: Determine response to instruction and indicate direction for
most appropriate instructional adjustments
Progress Monitoring
Purpose: Determine if students are making progress toward specific
skills, processes and understandings and to inform school-wide
action plans
Diagnostic
Purpose: Assists teachers in adjusting the type and degree of
scaffolding and in differentiating instruction and to pick up patterns
of strengths and weaknesses
Summative
Purpose: Inform the system and provides a longitudinal view
of curricular strengths and weaknesses
Curriculum and Instruction
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%)
Curriculum and Instruction
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
• Emphasizes 24/7 learning
Curriculum and Instruction
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
HOW-WHEN-WHERE-WHO –
Putting It All Together
CORE
Progress
Monitoring
ProblemSolving
TARGETED
Improved
Student
Outcomes
Screening
INTENSIVE
CORE Level – SUGGESTED
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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, some-middle,
end
CORE Level – SUGGESTED
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BEHAVIOR SUPPORT: effective schoolwide behavior supports
GROUP SIZE: flexible grouping-students
move to groups as appropriate
TIME: sufficient time for mastery of
content and behavioral expectations
GOAL: demonstrated learning of gradelevel standards or above
TARGETED Level – SUGGESTED
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FOCUS: students identified through screening as
at-risk or as exceeding grade-level standards
INSTRUCTION: targeted, supplemental instruction
delivered to small groups
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
TARGETED Level – SUGGESTED
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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 – SUGGESTED
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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
INTENSIVE Level – SUGGESTED
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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
GOAL: eliminate or narrow gap between present
achievement and grade-level expectations and gap
between instruction and what students need
SPL FRAMEWORK:
A Quick Reference Guide
Susan Beck
Assistant Director
Office of Special Programs
sbeck@k12.wv.us