Support for Personalized
Learning and the New Priorities:
Aligning Educational Initiatives
April 2012
1
Acknowledgement
Information in this PowerPoint was adapted from
Connecting RTI to New Priorities: Aligning Educational
Initiatives prepared by the Center on Instruction, 2011.
2
Agenda
– Brief History of the Project – Support for Personalized
Learning
– Overview of the System
– Dynamic inputs: Policy
– Dynamic inputs: Standards
– Desired outputs: Diverse Learners
– Common Themes Across Topics
– Recommendations for TA
– Next Steps
– Final Thoughts
– Questions
3
History of the Project
• SPL Leadership Group
– Eight WVDE Offices: School Improvement,
Instruction, Special Programs, Title I, Research,
Healthy Schools, Assessment and
Accountability and Title II, III and System
Support
– Eight Regional Education Service Agencies
(RESAs)
4
Working Meetings: SPL and West Virginia Priorities:
Aligning Educational Initiatives
West Virginia priority areas:
– SIG/Transformation Model
– Diverse Learners
• Students with Disabilities
• English language learners
– College and Career Readiness
• Common Core State Standards
5
Overview of the System
6
Dynamic Inputs
•
•
•
•
Policy
Funding
Standards
Curricula
– Assessments/accountability requirements
7
Robust Instructional System
• Efficient allocation of resources
– Evidence-based practices
– Effective instruction
– Effective assessment
– Data-based instructional decision-making
8
Desired Outputs
• All students graduate College and
Career Ready
–
–
–
–
English language learners
Struggling students
Students with disabilities
Gifted and talented
9
School Improvement Grants
10
School Improvement Grants
• Provision of funding to support
improvement of the “persistently lowestachieving schools”
• Intervention Model
– Transformation model
11
SIG Alignment with SPL
• SPL is a framework for resource allocation
(time, materials, staff, other resources)
• SIG is a funding source designed to support
school improvement
SIG Big Ideas
• Create, communicate and disseminate
explicit connections between SIG and SPL
for RESAs, SEA & LEAs
• Support collaboration
• Provide capacity-building and sustainability
at all levels
• Identify implementation tools
13
SIG and SPL
Support for Personalized Learning Framework
School improvement grants transformation
model2
Aligning the goals and vision for SPL implementation
with other educational initiatives, including
developing guidance for districts and schools,
defining the relationship between SPL and other
statewide educational goals and initiatives, and
exploring the potential role of SPL in identifying
students with learning disabilities and/or eligibility
for special education services
Implementing school-wide SPL components
Ensuring all stakeholders on the state-level SPL
leadership group comprehensive representation and
equal voice in conducting and developing team
meetings and procedures
Monitoring and/or evaluating implementation
successes and challenges, needs assessments, and
integrity of implementation
Conducting periodic reviews to ensure that the
curriculum is implemented with integrity, is having
the intended impact on student achievement and is
modified if ineffective
14
SIG and SPL
Support for Personalized Learning
Framework
School improvement grants transformation
model2
Acknowledging and preparing for new roles
and responsibilities that come with
implementing, building consensus, allocating
resources, providing/seeking technical
assistance, scaling up from initial to full
implementation, running
pilot/demonstration/model sites (if any), and
conducting professional development at all
levels, including state and school personnel
and preservice teachers
Providing staff members with ongoing, highquality, job-embedded professional development
that aligns with the school’s comprehensive
instructional program and that is designed with
school staff members to allow them to facilitate
effective teaching and learning and successfully
implement school reform strategies
Providing additional supports and professional
development to teachers and principals on
implementing effective strategies to support
students with disabilities in the least restrictive
environment and to ensure that limited English
proficient students acquire language skills to
master academic content
15
SIG and SPL
Support for Personalized Learning Framework
School improvement grants transformation
model2
Understanding, identifying and implementing
the instructional components of SPL at the
school level (such as core instruction,
interventions, screening and progressmonitoring assessments, data-based decision
making, data management and reporting
systems)
Identifying trainers, coaches and
implementation sites (which are not
necessarily the same as
model/pilot/demonstration sites, but are any
districts and schools that wish to or are already
implementing SPL)
Using data to identify and implement an
instructional program that is research based,
vertically aligns from one grade to the next, and
aligns with state academic standards
Promoting the continuous use of student data (such
as from formative, interim and summative
assessments) to inform and differentiate instruction
to meet the academic needs of individual students
Establishing schedules and implementing strategies
that provide increased learning time
Using and integrating technology-based supports
and interventions as part of the instructional
program
1All
items in column adapted from Center on Instruction. (2008). Implementation considerations. In Response to intervention
classification tool and response locator. Retrieved from http://www.rtictrl.org/considerations.php
2All items in column adapted from U.S. Department of Education, Office of Elementary and Secondary Education. (2010). Guidance on
fiscal year 2010 school improvement grants under section 1003(g) of the Elementary and Secondary Education Act of 1965.
Washington, DC: Author.
16
Self Reflection
1. In your state, where do you see the
connections between SIG and SPL?
2. How is alignment between SPL and SIG
being communicated to RESAs and/or
LEAs?
17
Resources
•
•
•
•
•
•
Center on Instruction (n.d.). Selected COI resources addressing the ARRA reform area: Data
systems to support instruction. Retrieved from http://www.centeroninstruction.org/selected-coiresources-addressing-the-arra-reform-area-data-systems-to-support-instruction
Center on Instruction (n.d.). Selected COI resources addressing the ARRA reform area: Effective
leaders and teachers. Retrieved from http://www.centeroninstruction.org/selected-coi-resourcesaddressing-the-arra-reform-area-effective-leaders-and-teachers
Center on Instruction (n.d.). Selected COI resources addressing the ARRA reform area: Standards
and assessments. Retrieved from http://www.centeroninstruction.org/selected-coi-resourcesaddressing-the-arra-reform-area-standards-and-assessments
Center on Instruction (n.d.). Selected COI resources addressing the ARRA reform area: Turning
around struggling schools. Retrieved from http://www.centeroninstruction.org/selected-coiresources-addressing-the-arra-reform-area-turning-around-struggling-schools
Perlman, C. L., & Redding, S. (Ed.). (2009). Handbook on effective implementation of school
improvement grants. Lincoln, IL: Academic Development Institute. Retrieved from
http://www.centerii.org/handbook/
U. S. Department of Education. School Turnaround Newsletters. Retrieved from
http://www.ed.gov/oese-news/school-turnaround-newsletters
18
Common Core State Standards
19
Common Core State Standards
• Standards
– Grade Level/Cluster Standards (cumulative)
– Content Areas
• Math
• English Language Arts & Literacy in History/Social
Studies, Science & Technical Subjects
• Cumulative Standards that lead to College & Career
Readiness
• High Cognitive Demand
• State/District/School Defined Curriculum & Instructional
Strategies
20
CCSS Alignment with SPL
• Large range of students will be expected to obtain
mastery of the CCSS.
• SPL is one model for meeting all of their needs:
– Research-based core instruction for all students
– Ongoing data collection and data-based decision
making to monitor student mastery of standards
– Intervention for students who don’t master
foundational reading skills
– Intervention for students who do not master grade
level standards
CCSS Big Ideas
• Leadership is the key to using SPL to
implement CCSS or other state standards and
assessments
• Show explicit linkage between SPL and CCSS
• Capacity-building to ensure sustainability
• SPL as a systematic framework for
implementing CCSS or other state standards
and assessments
22
CCSS and SPL
Elements of SPL
State standards
Common core state standards
Universal screening
Brief assessments that are valid,
reliable and demonstrate diagnostic
accuracy for which students will
develop learning or behavioral
problems
Brief assessments that are valid,
reliable and demonstrate diagnostic
accuracy for which students will
develop learning or behavioral
problems
Progress monitoring
Repeated measurement of
performance to inform the
instruction of individual students in
general and special education; tools
should be reliable and valid for
representing students’ development
and have demonstrated utility for
helping teachers plan more effective
instruction
Repeated measurement of
performance to inform the instruction
of individual students in general and
special education; tools should be
reliable and valid for representing
students’ development and have
demonstrated utility for helping
teachers plan more effective
instruction
23
CCSS and SPL
Elements of
SPL
State standards
Common core state standards
Data-based
decision
making
The use of screening, progress
monitoring and formative data to
examine the adequacy of the CORE
curriculum as well as the effectiveness
of different instructional and behavioral
strategies for various groups of students
within a school
The use of screening, progress
monitoring and formative data to
examine the adequacy of the CORE
curriculum as well as the effectiveness of
different instructional and behavioral
strategies for various groups of students
within a school
CORE
instruction
Includes the research-based core
curriculum and instructional practices
used for ALL students; even students
who require supplemental
interventions should receive instruction
in the CORE curriculum
Includes the research-based CORE
curriculum and instructional practices
used for ALL students; even students who
require supplemental interventions
should receive instruction in the core
curriculum
24
CCSS and SPL
Elements of
SPL
State standards
Common core state standards
TARGETED
instruction
Typically, small-group instruction that
relies on evidence-based interventions
that specify the instructional
procedures, duration, and frequency of
instruction
Typically, small-group instruction that
relies on evidence-based interventions
that specify the instructional procedures,
duration, and frequency of instruction
INTENSIVE
instruction
Most intense of the three levels;
individualized instruction to target each
student’s area(s) of need
Most intense of the three levels;
individualized instruction to target each
student’s area(s) of need
All items adapted from National Center on Response to Intervention. (2010). Essential
components of RTI—A closer look at response to intervention. Washington, DC: U.S.
Department of Education, Office of Special Education Programs, National Center on
Response to Intervention.
25
Self Reflection
1. How can the current SPL infrastructure in your
state be used to support the implementation of
CCSS or other state standards and assessments?
2. Even though the essential components of SPL
remain the same under CCSS or other state
standards, how will practices within each of
these components need to be modified when
implementing new state standards and
assessments?
26
Resources
•
•
•
•
•
Common Core State Standards Initiative. (n.d.). Application of common core state standards for English
language learners. Retrieved from www.corestandards.org/assets/application-for-english-learners.pdf
Common Core State Standards Initiative. (n.d.). Application to students with disabilities. Retrieved from
www.corestandards.org/assets/application-to-students-with-disabilities.pdf
Common Core State Standards Initiative. (2010). Common core state standards for English language arts
& literacy in history/social studies, science, and technical subjects.
Common Core State Standards Initiative. (2010). Common core state standards for mathematics.
Link to all CCSS resources on the COI site:
http://www.centeroninstruction.org/resources_searchresults.cfm?searchterms=Common%20Core%20Sta
te%20Standards&explicit=1
Consortia Developing Assessments
•
Partnership for Assessment of Readiness for College and Careers (PARCC) http://www.achieve.org/PARCC
•
SMARTER Balanced Assessment Consortium (SBAC) http://www.k12.wa.us/smarter/
Consortia Developing Alternate Assessment
•
Dynamic Learning Maps http://dynamiclearningmaps.org/
•
National Center and State Collaborative http://www.cehd.umn.edu/nceo/projects/NCSC/NCSC.html
•
*This webinar provides a good overview of the two consortia developing the alternate assessments:
http://media.all4ed.org/webinar-jul-25-2011
27
College and Career Readiness for
English Language Learners
28
English Language Learners
•
ELLs must have access to1:
– Qualified personnel to support ELLs while taking advantage of the many strengths
and skills they bring to the classroom;
– Literacy-rich school environments where students are immersed in a variety of
language experiences;
– Instruction that develops foundational skills in English and enables ELLs to
participate fully in grade-level coursework;
– Coursework that prepares ELLs for postsecondary education or the workplace, yet
is made comprehensible for students learning content in a second language
(through specific pedagogical techniques and additional resources);
– Opportunities for classroom discourse and interaction that are well-designed to
enable ELLs to develop communicative strengths in language arts;
– Ongoing assessment and feedback to guide learning; and
– Speakers of English who know the language well enough to provide ELLs with
models and support.
1National
Governors Association Center for Best Practices & Council of Chief State School Officers (2010). Application of Common Core
State Standards for English Language Learners. Retrieved from: http://www.corestandards.org/the-standards
29
ELL Alignment with SPL
• Compared to traditional instructional
methods, instruction in SPL:
– May be less biased and more instructionally
relevant
– May lead to earlier identification and
intervention
– 1May help decrease proportions of ELLs
inappropriately referred for special education
1Klingner,
J. K., & Edwards, P. A. (2006). Cultural considerations with
response to intervention models. Reading Research Quarterly, 41, 108117.
30
ELL Alignment with SPL
• Could some of the same problems associated with
traditional models emerge in SPL?
– Ex. Disproportionate numbers of ELLs receiving
TARGETED and INTENSIVE instruction if they perform
below criteria established for non-ELLs
• Is this really a problem? Not if:
– Intensive instruction is beneficial for ELLs
– General classroom instruction (CORE) can be
designed to meet the needs of ELLs, such that
the most intensive interventions are reserved
for the most struggling students
31
ELL Big Ideas
• Focus on instruction in CORE
• Collaboration among teachers and across
departments (content areas);
Collaboration among other professionals
• Instill common vision that is embedded
within the culture
• Formative assessments
32
Self Reflection
1. How are the needs of ELLs being
addressed in primary prevention (i.e.,
CORE instruction) in your state?
2. What are areas in need of improvement
with respect to instruction, assessment,
data-based decision making and teacher
preparation?
33
Resources
•
•
•
•
•
•
•
•
Echevarria, J., & Hasbrouck, J. (2009, July). Create Brief: Response to Intervention and English Learners. Retrieved
from http://www.cal.org/create/resources/pubs/responsetointerv.html
Esparza Brown, J., & Sanford, A. (March 2011). RTI for English Language Learners: Appropriately Using Screening
and Progress Monitoring Tools to Improve Instructional Outcomes. Washington, DC: U.S. Department of Education,
Office of Special Education Programs, National Center on Response to Intervention. Retrieved from
http://www.rti4success.org/resourcetype/rti-english-language-learners-appropriately-using-screening-andprogress-monitoring-too
Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and
English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011).
Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences,
U. S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/
Meadows Center for Preventing Educational Risk at the University of Texas at Austin. (2010) Instructional decisionmaking procedures: Ensuring appropriate instruction for struggling students in Grades K-3. Austin, TX: Author.
Retrieved from buildingrti.utexas.org/PDF/Instructional_Decision-making_Procedures.pdf
Pennsylvania Department of Education. (n.d.). Response to instruction and intervention (RtII) and English language
learners (ELLs). Retrieved from
http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Single/?id=4dc09560cd69f9ac7fb400
00
Center for Research on the Educational Achievement and Teaching of English Language Learners(CREATE)
http://www.cal.org/create/index.html
The George Washington University Center for Equity and Excellence in Education– ELL Accommodations Online
Toolkit and Database http://ells.ceee.gwu.edu/tools.aspx
World-Class Instructional Design and Assessment (WIDA) http://www.wida.us/index.aspx
34
Resources

Link to all ELL resources on the COI site: http://www.centeroninstruction.org/topic.cfm?k=ELL
•
•
Examples:
Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2009). Instructional models and strategies for
teaching English language learners. Portsmouth, NH: RMC Research Corporation, Center on
Instruction. Retrieved from http://www.centeroninstruction.org/instructional-models-andstrategies-for-teaching-english-language-learners
Rivera, M. O., Moughamian, A. C., Lesaux, N. K., & Francis, D. J. (2008). Language and reading
interventions for English language learners and English language learners with disabilities.
Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from
http://www.centeroninstruction.org/language-and-reading-interventions-for-english-languagelearners-and-english-language-learners-with-disabilities
Rivera, M. O., Francis, D. J., Fernandez, M., Moughamian, A. C., Lesaux, N. K., & Jergensen, J.
(2010). Effective practices for English language learners. Principals from five states speak.
Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from
http://www.centeroninstruction.org/effective-practices-for-english-language-learners-principalsfrom-five-states-speak
•
•
35
College and Career Readiness for
Students with Disabilities
36
Students with Disabilities
•
Students with disabilities must have access to1:
– Rigorous academic content standards;
– Adequate preparation for success in college and/or careers;
– Supports and related services designed to meet their needs
– Supports and related services designed to enable their access to the general
curriculum;
– Individualized Education Programs with annual goals aligned with and chosen to
facilitate their attainment of grade-level academic standards;
– Teachers who are prepared and qualified to deliver high-quality, evidence-based,
individualized instruction and support services;
– Specialized instructional support personnel who are prepared and qualified to
deliver high-quality, evidence-based, individualized instruction and support
services; and
– Appropriate additional supports and services (e.g., Universal Design for Learning,
instructional accommodations, or assistive technology devices).
1National
Governors Association Center for Best Practices & Council of Chief State School Officers (2010). Application to Students with
Disabilities. Retrieved from: http://www.corestandards.org/the-standards
37
SWD Alignment with SPL
•
•
•
•
Data-driven instructional decision-making
Early intervention rather than “wait-to-fail”
Differentiated instruction for ALL students
Increased collaboration and shared ownership
between departments and “eds”
• Referral and eligibility in the context of
evidence
• More efficient and appropriate allocation of
resources
38
SWD Big Ideas
• Purposes and goals of SPL need to be
made explicit to all stakeholders
• Need for SPL to be implemented
systematically and systemically
• Early involvement of parents
• Usefulness of infusing the language of SPL
into all trainings/PD done at the state level
39
Self Reflection
1. Is there a need in your state for better or
more communication between general and
special educators?
2. Are there advantages to you in using SPL as
an instructional framework for preparing
students for college and careers?
3. How are parents and other stakeholders
being made aware of SPL?
40
Resources
•
•
•
•
•
•
Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for
adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on
Instruction. Retrieved from http://www.centeroninstruction.org/effective-instruction-for-adolescent-strugglingreaders---second-edition
Gersten, R. Chard, D., Jayanthi, M., Baker, S., Morphy, P., & Flojo, J. (2008). Mathematics instruction for students
with learning disabilities or difficulty learning mathematics: A synthesis of the intervention research. Portsmouth,
NH: RMC Research Corporation, Center on Instruction. Retrieved from
http://www.centeroninstruction.org/mathematics-instruction-for-students-with-learning-disabilities-or-difficultylearning-mathematics-a-synthesis-of-the-intervention-research
Meadows Center for Preventing Educational Risk at the University of Texas at Austin. (2010) Instructional decisionmaking procedures: Ensuring appropriate instruction for struggling students in Grades K-3. Austin, TX: Author.
Retrieved from buildingrti.utexas.org/PDF/Instructional_Decision-making_Procedures.pdf
Newman-Gonchar, R., Clarke, B., & Gersten, R. (2009). A summary of nine key studies: Multi-tier intervention and
response to interventions for students struggling in mathematics. Portsmouth, NH: RMC Corporation, Center on
Instruction. Retrieved from http://www.centeroninstruction.org/a-summary-of-nine-key-studies-multi-tierintervention-and-response-to-interventions-for-students-struggling-in-mathematics
Scammacca, N., Vaughn, S., Roberts, G., Wanzek, J., & Torgesen, J. K. (2007). Extensive reading interventions in
grades k-3: From research to practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Retrieved from http://www.centeroninstruction.org/extensive-reading-interventions-in-grades-k-3-from-researchto-practice
Torgesen, J. K., & Miller, D. H. (2009). Assessments to guide adolescent literacy instruction. Portsmouth, NH: RMC
Research Corporation, Center on Instruction. Retrieved from http://www.centeroninstruction.org/assessments-toguide-adolescent-literacy-instruction
41
Common Themes Across Topics
• SPL can be used to implement the
priorities and support school
improvement
• Explicit links need to be made between
SPL and the priorities to support
collaboration
• Leadership is key to implementation
• Need to address sustainability
42
Recommendations for TA
• Promote statewide coherence by showing
explicit connections between SPL and state
priorities:
– Align different priorities around the common framework
of SPL (increase efficiency and effectiveness and
promote coherence)
– Provide different offices within the state agency
opportunities to talk together about SPL and state
priorities
– Ensure that different offices within the WVDE use
common language when talking about SPL
43
Next Steps
• Action planning template
44
Final Thoughts
• Focus on state leaders– keep SPL in the
front seat
• Include implications for districts and
schools
• Work with each other on action
planning template 
45
Questions?
46