Student
From Managing Instruction to Ensuring
Learning
By
Susan Beck
Ellen Oderman
Phyllis Veith
What Is Personalized Learning?
Student
Specific
Support for Personalized Learning
Disabilities
Discussion Within Sessions
•
•
•
•
Shift in Federal Policy
Shift in Responsibility
Shift in Specific Learning Disabilities Eligibility
Shift from Early Intervention Model to K-12
Model
• Shift from Response to Intervention to
Support for Personalized Learning
Discussion Within Sessions
continues…
• Shift from Reading to Reading, Math and
Written Language
• Shift from Academics to Academics and
Behavior
• Shift from At-Risk to At-Risk and Accelerated
Learners
• Shift from Special Education Driven to WVDE
Driven
Shift in Federal Policy
• Special Education within the context of
General Education
• 1975 Education for All Handicapped
Children Act (EAHCA)
• 1980 -1990 Studies on Performance were
Disappointing
Shift in Federal Policy Continues…
EAHCA Reauthorization as IDEA 1997 and IDEIA
2004
– Shift from Access to Educational Benefit
• General Education Standard
• Improved Outcomes Not Just Process
• Supporting Students Access to PostSecondary Education and Employment
Shift in Responsibility
• Shared Responsibility Between
General and Special Education
Teachers
• Responsibility for Learning Outcomes
For All Students
Shift in Specific Learning Disabilities
Eligibility
Evolving Understanding of SLD…
IDEIA 2004 required states to adopt criteria:
– Must not require use of severe discrepancy
– Must permit LEAs to use process based on child’s
response to scientific, research-based
intervention
– May permit use of other alternative researchbased procedures
Summary of Eligibility Criteria and
Determinations
The multidisciplinary team must
determine through a body of
evidence:
–Level of Learning
–Rate of Learning
–Exclusionary Factors
In Addition…
Underachievement cannot be the
result of a lack of appropriate
instruction, specifically in the
essential components of reading
and mathematics.
Eligibility is based on final
determinations that the student …
• Meets the eligibility criteria as
Specific Learning Disabilities;
• Experiences an adverse effect on
educational performance; and
• Needs Special Education
Incidence: Chart 1
• National
– Specific Learning
Disability Percent
of Total Special
Education by
State in 2009
Incidence
• West Virginia
– Number of identified Students with SLD 2001 - 2010
Achievement
• Achievement
Gap Between
Students with
SLD and
Students
without SLD
What Is a Multi-Leveled
Framework?
Core
Targeted
Intensive
Shift in Conceptual Framework
• Public Health Prevention Model
• Address needs of most students through CORE
Instruction
• Provides TARGETED Instruction for students
not meeting certain criteria
• Reserving INTENSIVE Instruction for students
with most significant needs
Shift in Conceptual Framework
continues…
• Various models are all based on the same
framework
• Not specific curriculum or program
• Provides framework for allocating
instructional services and resources in
response to students’ needs
Support for Personalized Learning
Framework
• School wide
• Multi-level instructional and behavioral
system
• Identify students at-risk and who need
acceleration or enrichment
• Monitor student progress
• Provide interventions
• Adjust intensity and nature of interventions
SPL Framework
Core Characteristics
• General classroom instruction
• Monitoring of student
performance
• Screening
• Multi-levels of instruction
SPL - Key Principles
• Majority of student needs are met within the
Core
• Screening used to identify needs
• Progress monitoring used to measure
effectiveness of instruction
• Interventions are proportionate to students’
individual needs
• Decision making is data based
Implementing and Monitoring an SPL
System
• Solid CORE Program
• Universal screening
• Differentiated support within the CORE
Program
• Progress monitoring of students within the
CORE program
• Supplemental (TARGETED) Instruction for
students slightly below grade level
Implementing and Monitoring an SPL
System continues…
• Progress monitoring of students within
TARGETED Instruction
• INTENSIVE Instruction for students well below
grade level
• Progress monitoring of students within
INTENSIVE Instruction
• Referral for formal evaluation for Special
Education eligibility
The CORE
• The Core is every school’s initial
instructional practices – the teaching and
school experiences every student
receives daily.
• The Core should meet the educational
needs of at least 80% of the students.
Characteristics of Effective
CORE Instruction
•
•
•
•
•
•
•
Differentiated instruction
Small group activities
Focusing on most critical standards and objectives
Ongoing analysis and response to assessment data
Ensure of quality teaching
Maximizing instructional time
Implementing programs as intended
Targeted Instruction
• Must meet the needs of:
– Students who despite their struggling have not
been successful
– Intentional nonlearners – students who fail to try
• Must group students by the cause of
their difficulties, not the symptoms
Characteristics of Effective
TARGETED Instruction
Supports for intentional nonlearners…
– Mandatory study hall
– Mandatory homework help
– Frequent progress reports
– Study-skills classes
– Goal-setting and career planning support
– Targeted rewards
Characteristics of Effective
TARGETED Instruction… continued
Supports for struggling learners…
– Initial pedagogic practices don’t correspond
with learning style – lecture vs.
visual/tactile
– Additional time
– Prerequisite skill review
– Smaller groups formed around reasons for
not learning
INTENSIVE Instruction
Is designed for students who show
low content area skill and/or lack
of progress over time when
quality CORE and TARGETED
instruction have been provided.
INTENSIVE vs. TARGETED
Instruction
The main differences are not
necessarily the interventions
themselves, but the:
– frequency;
– duration; and
–progress monitoring requirements.
INTENSIVE Instruction
Refers to the…
–Amount of time per day
–The number of days per week
–The number of weeks of
instruction
–The number of students receiving
the intervention at a given time
The
Eight Components
of Support for Personalized
Learning
SPL - Component # 1
School Climate and Culture
A positive school climate provides the
foundation on which instruction will
occur and all students will be
engaged in learning and depends on
four essential elements.
SPL – Component # 2
Leadership
Leadership is critical for effective
implementation. Success will be
determined, to a great extent, by the
degree to which district and school
leaders are able to move the focus
from philosophical understanding to
actual practice.
SPL - Component # 3
Teams and Processes
The purpose of the problem-solving
process is to assist educators, parents
and service providers in selecting and/or
designing strategies that have high
probability for success in maximizing the
academic and behavioral performance of
students.
SPL - Component # 4
Family and Community Partnerships
Central to effective partnership is the
recognition of shared responsibility
and ownership of student challenges
and successes by parents, families,
students, community members and
educators.
SPL - Component # 5
Assessments
Effective use of assessments provides
data to drive the decision making
process at the individual student,
classroom and school levels.
SPL - Component # 6
Core Instruction
…Must
be viable, rigorous, relevant,
standards-driven and characterized by
teachers:
• Scaffolding
• Immediate response
• Multiple strategies
• Emphasizing student responsibility
• Emphasizing 24/7 learning
SPL - Component # 7
Targeted Instruction
…Is
characterized by evidenced-based
instructional strategies and strengthsbased interventions based on the
student’s specific learning and/or
behavioral needs. Targeted Instruction
serves a two-fold purpose.
SPL - Component # 8
Intensive Instruction
...Is intended for students with significant and/or
chronic deficits as well as for students with
significant underachievement. Intensive Instruction is
used to provide:
• Interventions
• Enrichment and/or advancement in a specific
area of study;
• Training on student-specific learning needs.
Defining
Personalized
Learning
Support for Personalized Learning is...
…about getting the right
instruction to each student as
quickly as possible for the
greatest amount of time.
Support for Personalized Learning is...
…about
understanding that
solutions to problems are
context specific.
Support for Personalized Learning is...
...about
having rich
conversations about
students that put their
performance into a
personalized context.
Support for Personalized Learning is...
…about determining whether an
identified problem exists for
one student, a small group of
students, or a large group of
students and using this
knowledge to form the most
appropriate response.
Support for Personalized Learning is...
...about the individuals closest
to each student collecting
pertinent data and actively
participating in designing
the most appropriate
response.
Support for Personalized Learning is...
…about utilizing a problem-solving
process to analyze possible
reasons for a student’s academic
and/or behavioral needs and
providing the most effective
configuration of support.
Support for Personalized Learning is...
...about envisioning and
articulating viable
expectations for every
student.
Support for Personalized Learning is...
… about identifying and
manipulating the variables
that affect a student’s
performance.
Support for Personalized Learning is...
…as
dynamic as students are, and
changes depending on the
needs of every individual.
SPL as a PROCESS...
... is a broader, more flexible
approach that we will use to
provide the most appropriate
instruction for every student
in WV.
The Success of SPL...
...will result from all of us;
working together to define
and responsively redefine
what is needed student by
student.
Every STUDENT in WV is
different.
Every DISTRICT in WV is
different.
Your Next Steps...
1. Communicate clarifications
2. Collaboratively redefine how your
district will collectively provide
personalized learning for all
students.
Translate SPL through
the
CONTEXT
in
YOUR COUNTY
Guiding Questions
•Who do we need to be part of the team that
will make these decisions in our district?
•What do we have that we can use? What is
currently serving the personalized needs of
our students, now? What is not?
•How will we communicate and ensure the
shifting that needs to occur?
Our Next Steps...
1. Ensure everyone understands and
accepts the givens.
2. Rally resources and forces to ensure
every district, every school, every
teacher has everything they need to
give every single child as close to
possible what they need to learn the
most.
It will take ALL OF US working
together...
•Not just us
•Not just you
•Not just teachers
Support for Personalized Learning is...
...the direction we are
expected and need to shift
towards...
Shifting Towards More
Support for Personalized Learning
Through Self-Assessment
STEP 1 = What do we have that we can use?
What already serves the personalized needs of
our students?
STEP 2 = Where do we need to focus our
enhancements?