GUIDANCE FOR WEST
VIRGINIA SCHOOLS AND
DISTRICTS
April 2012
1
Introduction to SPL
“We have more than 280,000 students in West Virginia,
each with unique talents and abilities that deserve to
be recognized and developed. To achieve the
promise of ALL CHILDREN LEARNING, we must
harness the power of technology and collective
action to more effectively nurture the special gifts of
each child and personalize the learning process.”
Jorea Marple, Ed. D.
State Superintendent of Schools
2
Purpose of SPL
3
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.
4
Purpose of SPL
SPL is characterized by a seamless system
of high quality instructional practices
allowing all students to sustain significant
progress; whether they are considered to
be at-risk, exceeding grade level
expectations or at any point along the
continuum.
5
Purpose of SPL
SPL operates with the understanding
that student learning increases when
the right supports are available and
responsively revised or removed as
each student’s learning advances and
deepens.
6
Purpose of SPL
SPL incorporates and builds on
processes formerly implemented as
RTI.
7
Purpose of SPL
The SPL framework supports
shared responsibility between
general and special education
teachers for the learning
outcomes of all students.
8
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.
9
Purpose of the
SPL Guidance Document
The goal of the guidance document is to provide
collaboratively conceived, current information
about how to support personalized learning.
This information is intended to serve as a
resource for each local district and school to
use as they customize the framework to align
with the needs of their students and with
their local resources.
10
Purpose of the
SPL Guidance Document
Preface: Core Principles of SPL
Section I: Introduction to SPL
Section II: Essential Components of SPL
Section III: Decision–Making in SPL
Section IV: Connecting the Pieces of SPL
Section V: FAQs
Section VI: Glossary
Section VII: References
Section VIII: Resources
11
Philosophy of SPL
Students are more likely to experience success
academically, socially/emotionally and
behaviorally, when school personnel make
available to students a comprehensive
configuration of supports and services.
12
Essential Components of SPL
13
Essential Components of SPL
14
Leadership
SPL is a significant change that affects the entire
educational system. Therefore, leadership is
critical for effective implementation.
The collaborative approach applied at the state
level to construct SPL guidance and support is
equally as essential at district and school
levels.
15
Leadership
State
– Guidance Document
– Self-assessment tools
– Website providing professional development materials and resources
District
–
–
–
–
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
16
Leadership
District leadership teams…
– Initially discuss and reach common understanding
about the essential components and supports
needed locally, to effectively implement SPL;
– Establish a long term commitment of building
capacity through providing knowledge, time and
other resources;
– Work with school administrators to monitor and
review implementation at the school level.
17
Leadership
School leadership teams…
– Reach common understanding of the purposes of
SPL and customize support for their students
accordingly;
– Conduct self-assessments to focus strengthening
the essential components of SPL within their
school;
– Support collaborative problem-solving and
relevant data collection and analysis
18
School Climate and Culture
People in any healthy organization
must have agreement on how to
do things and what is worth
doing.
19
School Climate and Culture
A positive school culture provides
the foundation on which
instruction will occur and all
students will be engaged in
learning.
20
School Climate and Culture
The core principles of the SPL
framework embrace the impact of
school culture upon student learning,
and support the process of selfassessment. Tools are available to
classify the type of culture existing in a
school.
21
School Climate and Culture
A positive school culture exists
when key elements of a positive
school climate are solidly in place.
•Towards the goal of creating more positive school
cultures, SPL also encourages self-assessment of
school climate. It acknowledges the value in
identifying relative areas of strength and need
within each school setting.
22
School Climate and Culture
Positive school climate consists of three
primary domains:
• Engagement
• Safety
• Environment
23
School Climate and Culture
SPL recognizes the following practices as positive
supports to be established at the CORE level:
1. Defining and consistently teaching
expectations
2. Acknowledging appropriate behaviors
3. Applying inclusive collaboration to decision –
making
4. Monitoring and correcting
5. Using a culturally sensitive, solution-focused
approach
24
Teams and Processes
A student who is highly supported by a team of
teachers collaborating routinely for his/her
learning success is far more likely to succeed.
High functioning professional learning
communities (PLCs) support common goals,
combining resources, sharing knowledge and
determining the most effective use of staff
and other resources.
25
Teams and Processes
SPL supports the use of school teams to lead
the examination of student work as well as
other types of evidence of student
performance as essential processes of
informed decision-making.
It is important to remember that school teams
leading implementation of SPL do not
necessarily need to be new teams.
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Organizational Learning
Collaborative
Conversations
Data /
Evidence
Collective
Commitment
Psychology of Learning
Student Self
Efficacy
IMPACTS
STUDENT
ACADEMIC
SUCCESS
Collective
Efficacy
Instructional Best Practices (CAI)
Kids See Their Learning
Is Different/Better
“Student Sees Success”
Instructional/Engagement
Change
Effective Professional Development
• Why?
• How?
• What?
• Peer Support
Effective Professional Development
Component Knowledge
• Why? Theory
Skill Transfer
10%
5%
0%
• How? Demonstration 30%
20%
0%
• What? Practice
60%
60%
5%
• Peer Support
95%
95%
95%
Organizational Learning
Collaborative
Conversations
Data /
Evidence
Collective
Commitment
Psychology of Learning
Student Self
Efficacy
IMPACTS
STUDENT
ACADEMIC
SUCCESS
Collective
Efficacy
Instructional Best Practices (CAI)
Kids See Their Learning
Is Different/Better
“Student Sees Success”
Instructional/Engagement
Change
Family and Community Partnerships
Central to effective partnership is the
recognition of shared responsibility and
ownership of student challenges and
successes.
An effective educational partnership that
includes parents, families, students and
community members is necessary to increase
the success of students and schools.
31
Family and Community Partnerships
•Parent involvement in the SPL framework is
characterized by meaningful two-way
communication.
•Community involvement can take various
forms including, for example:
•Learning centers
•Local businesses supporting volunteers,
special presentations, awards and recognition
•Companies and corporations providing
funding and hosting special activities
32
Assessments
SPL embraces effective and efficient use of
assessments to drive instructional decisionmaking at the individual student, classroom
and school levels.
33
Assessments
Screening/Interim Assessments
• Time frame: Occurs at the beginning , middle and end of the school
year
• Students assessed: All students are screened through the process
• Main purposes:
– Help teachers differentiate instruction based upon student
performance
– Help teachers determine instructional groups
– Help teachers determine if students are making adequate
progress through current instruction and if there is a need to
change instruction
– Help teachers determine risk status of individual students
– Help identify a need to use additional assessment processes
34
Assessments
Formative/Classroom Assessments Processes
• Time frame: Ongoing
• Students assessed: All students
• Main purposes:
– Help determine if students are meeting or exceeding grade level
standards through current instruction and if there is a need to
change instruction
– Help teachers differentiate instruction by relevant content, process
and product
– Help teachers adjust the degree and type of scaffolding within a
gradual release of responsibility
– Help students and teachers determine rate of growth
35
Assessments
Progress Monitoring
• Time frame: Determined by risk status
• Students assessed: Students receiving TARGETED and
INTENSIVE Instruction
• Main purposes:
– Help determine if students are making progress towards
learning specific skills, processes or understandings through
current instruction
– Inform school-wide action plans
36
Assessments
Diagnostic Assessment
• Time frame: As needed
• Students assessed: Selected students (done when more
information is needed for program planning)
• Main purposes:
– Help teachers adjust degree and type of scaffolding within a
gradual release of responsibility
– Help teachers differentiate instruction by relevant content,
process and product
37
Assessments
Summative Assessments
• Time frame: End of school year or end of course
• Students assessed: All students
• Main purpose(s):
– Gives school leaders and teachers feedback about
the overall effectiveness of their programs
– Informs school-wide action plans
– Provides a longitudinal view of curricular strengths
and weaknesses
38
Assessments
“Large scale assessments are designed to give
the system feedback so the system can learn;
classroom assessment is designed to give
individuals feedback so the individual can
learn.” (Anne Davies)
39
Curriculum and Instruction
Improved
Student
Outcomes
40
Curriculum and Instruction
CORE Instruction
High quality CORE instruction is the foundation of SPL.
It is characterized by:
– High expectations for all students
– Takes place in an academic environment that is safe, challenging,
engaging; allowing students to take academic risks without fear of
failure.
All students need access to high quality CORE instruction.
Quality instruction at the CORE level requires a focus of
personnel and resources as indicated by students’ needs.
41
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
42
Curriculum and Instruction
CORE Assessment
The WV SPL framework suggests some type of universal
screening for all students at the beginning of the school year.
This screening should be brief and focus on important
concepts that form the foundation for the year’s instruction.
Significant value is also seen in teachers, administrators and
building teams reviewing screening and progress monitoring
data; utilizing a systematic process of discussing data so that
effective adjustments to instruction can be made.
43
Curriculum and Instruction
CORE Assessment
The relevancy of the data used to drive instruction and
scaffolding is a key consideration.
SPL acknowledges the value of informal assessments such as
observations, checklists, rubrics, student work samples and
student self-assessments in furnishing the teacher with
valuable information and data, resulting in improved
educational experiences for the student.
SPL also supports the use of performance tasks within
instruction and as a means of demonstrating mastery of
concepts and skills.
44
Curriculum and Instruction
TARGETED Support
TARGETED instruction providing additional support is
triggered when a student’s progress in the regular
classroom environment, despite strong commitment
and high quality instruction at the CORE level, slows
to below State-approved grade-level standards or
exceeds State-approved grade-level standards.
45
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
46
Curriculum and Instruction
TARGETED Assessment
The focus is on identifying the specific understandings and/or
skills needing support and on discerning the most effective
means for meeting a student’s needs.
Formative assessment processes are used by the teacher
throughout TARGETED instruction. Classroom teachers use
this information to adjust instruction within the flexible
groups. Progress monitoring is systematically embedded
within the TARGETED instruction.
47
Curriculum and Instruction
TARGETED Assessment
Discussions about student progress at the TARGETED level may
or may not take place formally in problem-solving team
meetings. Informal consideration and reflection occur as
ongoing processes.
A student’s continued participation in TARGETED small group
instruction is determined by the student’s needs and level of
success, with the understanding SPL suggests movement to a
more intense level of support not typically occur, before a
student has a minimum of nine weeks of TARGETED support.
48
Curriculum and Instruction
INTENSIVE Support
INTENSIVE instructional support is designed for students whose
progress, despite rich and meaningful instruction at the CORE
and TARGETED levels, slows to below State-approved grade
level standards, or significantly exceeds State-approved gradelevel standards.
Instructional support at the INTENSIVE level focuses on
individual needs as indicated by the assembled data from
CORE and TARGETED instruction and additional data sources
as needed.
49
Curriculum and Instruction
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.
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.
50
Curriculum and Instruction
INTENSIVE Assessment
Because of the urgency at this level, the response to INTENSIVE level
support is monitored every one to two weeks. Assessment
provides information on how to meet the student’s needs and
assists the teacher in developing meaningful feedback for students.
A variety of reliable assessments are available to monitor student
needs. These may include, but are not limited to, informal reading
inventories, interviews, observations and work samples. More
formal diagnostic assessments may be given to get a more
comprehensive look at the student’s strengths and areas of need.
51
Curriculum and Instruction
INTENSIVE Assessment
If a special education evaluation is being considered for
the student, it is advisable for the teacher to meet with
the school psychologist, prior to beginning the process,
to identify necessary documentation and/or data to be
collected during INTENSIVE instructional support.
52
Curriculum and Instruction
INTENSIVE Assessment
If a student is unable to progress to the TARGETED or CORE level
after reasonable duration of high quality support at the
INTENSIVE level, decisions are driven by useful and relevant
assessment data discussed by the school team.
Recommendations and/or referrals are made after careful
consideration of a collection of relevant data collected over
time. Like assessment at the TARGETED level, the assessment
processes used at the INTENSIVE level are relevant, balanced
and may vary from student to student.
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Decision-Making in SPL
54
Decision-Making Considerations in SPL
• Decision-making is the vehicle that drives SPL implementation
through:
– developing common understanding of key components and
processes, at every level (WVDE, districts, schools, classrooms)
– self-assessment of needs and resources, at every level
– training to cultivate new skills necessary to scale-out personalized
support for all students in WV
• As modeled by WVDE, each district and school will have a
team that leads the utilization of relevant information and a
defined, efficient decision-making process to give all students
more opportunity to be successful.
55
Definitions and Key Components
Rich conversations about these words, in districts and schools, will draw
teams together, deepen understanding, and point to local aspects of
support that need shifting.
• Problem-Solving Team
• Problem-Solving Process
• Progress Monitoring
• Formative/Classroom Assessment
• Gap Analysis
• Scaffolding
• Research-Based Instructional Practice
• Data-Driven Decision-Making
• Standard Treatment Protocol vs. Individual Problem-Solving
Approach
56
The Problem-Solving Team
• Diverse representation and collegiality are essential
elements of successful problem-solving teams.
• Team membership includes a core group of building
staff; supplemented, as needs indicate, by specialists,
consultants and district staff.
• Parents are active participants in many of the
decisions made by teams within the SPL framework.
57
The Problem-Solving Process
The problem-solving process within SPL is a
structured format for defining students’
needs, analyzing possible reasons;
leading to provision of the most effective
instructional response.
58
The Problem-Solving Process
1. Identify and Define Needs
2. Analyze the Problem
5. Evaluate and Adjust the Plan
3. Develop a Plan
4. Implement and Monitor the Plan
59
The Problem-Solving Process
Identify and Define the Needs
Essential Question:
What is the problem?
60
The Problem-Solving Process
Analyze the Problem
Essential Question:
Why is this problem occurring?
61
The Problem-Solving Process
Develop a Plan
Essential Question:
What are we going to do about it?
62
The Problem-Solving Process
Implement and Monitor the Plan
Essential Question(s):
• Who will provide the instruction and collect
the data?
• When will the instruction occur and how
frequently will the data be collected?
63
The Problem-Solving Process
Evaluate and Adjust Plan
Essential Question(s):
• Did it work?
• What changes need to be made?
64
Progress Monitoring
Progress monitoring is a process that involves collecting and
analyzing data to determine student progress towards specific
skills or general outcomes.
Monitoring student progress, through collection and analysis of
data, is an effective way to determine if the instruction being
delivered is meeting the needs of the student and contributes
to the most appropriate instructional adjustments.
65
Formative/Classroom Assessment
This is a process used by teachers and students
during instruction that provides feedback for
adjusting ongoing teaching and learning
towards improving students’ achievement of
intended instructional outcomes.
66
Gap Analysis
Definition of a student’s performance and needs is
considered within the context of standards.
Decisions about the most appropriate adjustments to
instruction are made in light of the gap between
what the student can do and what he/she is
expected to do.
The processes and tools used to measure and define
the gap become more explicit and more consistent as
a student’s level of support increases within the SPL
framework.
67
Scaffolding
Scaffolding is an instructional technique teachers use to provide
students with the support they need to accomplish a task that
initially is beyond their independent grasp. Inherent in this
technique is the expectation that support will be gradually
decreased; allowing the student to take progressively more
responsibility.
Scaffolding can be provided in a variety of forms as needs indicate,
including: modeling, guiding questions, additional opportunities for
practice, a series of smaller tasks leading to a more complex task, and
many others.
68
Research-based Instructional Practice
A research-based instructional practice is one found to
be reliable, trustworthy, and valid based on evidence
to suggest that when the practice is used with a
particular group of students, the students can be
expected to make adequate gains in achievement.
– Ongoing documentation and analysis of student outcomes
helps to define effective practice.
– In the absence of evidence, the instruction must be
considered “best practice” based on available research and
professional literature.
69
Data-Driven Decision-Making
• Is a collective process designed to share
common understandings of issues and events,
using information from a variety of sources.
• Requires changes in the working culture of
groups and is a collective learning cycle.
• Curriculum decisions, instruction scheduling
and student groupings should all be
accomplished through data-driven dialogue.
70
Standard Treatment Protocol
A Standard Treatment Protocol is an instructional
approach that typically:
–
–
–
–
provides intensive, short-term instructional supports
follows a specified script
has research to support its effectiveness
is most frequently used at the TARGETED or INTENSIVE levels with a
small group of students
– uses materials that support the general education curriculum
– includes progress monitoring that occurs at designated times to
determine the effectiveness of the intervention as well as indicate
changes in grouping or curriculum
71
Roles and Expectations
Key Expectations of District Administrators:
• Completing a District-Level Practice Profile
• Recognizing and acknowledging current practices that are functions
of SPL
• Providing practical models
• Recognizing and vocalizing the relationship between SPL and
student achievement
• Supporting professional development
• Providing technology and other support that emerges through selfassessment as critical to successful implementation
72
Roles and Expectations
Key Expectations of School Administrators
• Identify the building team that will consistently participate in
the process of identifying and ensuring the provision of SPL
• Lead school level self-assessment through the completion of
the School-Level Practice Profile
• Participate in problem-solving team meetings at least monthly
• Dialogue with the problem-solving team, regularly
• Flexibly manage schedules for students and teams
73
Roles and Expectations
Key Expectations of Teachers:
•
•
•
•
•
•
•
•
•
Self-assess through the use of a Classroom-Level Practice Profile
Identify students who are not making sufficient progress and adjust instruction
accordingly.
Utilize formative/classroom assessment and progress monitoring to determine
whether the instructional adjustments are working.
Communicate with parents regarding student progress.
Collect and discuss with colleagues student performance data, as well compare the
relative success of various options for grouping, differentiating and scaffolding.
Provide relevant information to the problem-solving team as necessary
Collaborate with designated consultants as appropriate
Participate in the problem-solving team meetings
Participate in the design and implementation of the customized instructional plan
74
Roles and Expectations
Key Expectations of Parents or Guardians:
• Collaborate with teachers regarding their child’s
needs
• Share information about their child and family, as
appropriate
• Support student learning at home
• Attend problem-solving team meetings and partner
in implementing the instructional plan and in
progress monitoring
75
Roles and Expectations
Key roles within the Problem-Solving Teams:
•School Administrator - Principal or SPL Designee
•Meeting Facilitator
•Recorder
•Time Keeper
•Provider(s) of customized instruction
•Progress Monitor(s)
•School Psychologist
•School Counselors
•School Social Workers
•Specialists
The SPL guidance document provides description and bullets of key
expectations and responsibilities for each of these critical roles in the SPL
framework.
76
Connecting the Pieces
77
Connecting the Pieces
ADHD via Other Health Impaired
– Students who have a diagnosis of Attention Deficit/Hyperactivity
Disorder are not automatically eligible for special education.
– Such students can be referred to the problem-solving team if they are
unsuccessful with the supports offered at the CORE level.
– Eligibility for a 504 Plan may be considered.
– If more intensive support is needed, special education eligibility can
considered.
To the greatest extent possible, SPL supports utilization of assessment
data collected during TARGETED and INTENSIVE levels.
78
Connecting the Pieces
Autism
• Autism is a spectrum disorder with varying levels of involvement
• Students with a medical diagnosis of autism are not automatically eligible
for special education
• A student who is still struggling despite the support they are receiving at
the CORE level can be referred to the problem-solving team
• More intense support may defined by a Section 504 Plan
• Some students with this medical diagnosis may fall under the
considerations for those in the low incidence population
• Eligibility for special education requires assessments that focus particular
attention on a student’s learning strengths in receptive and expressive
language; supporting instruction that is offered in compatible presentation
modes.
79
Connecting the Pieces
Communication Disorders
• Students with mild articulation and/or language concerns can
be supported through TARGETED and/or INTENSIVE
instruction
• Students with significant speech-language impairments that
cannot be corrected through short-term instruction with the
speech-language pathologist or via consultation from the
speech-language pathologist with the parent or classroom
teacher can move to special education evaluation to
determine eligibility
80
Connecting the Pieces
Critical Skills
The Critical Skills framework as defined by Policy 2512 supports
shared responsibility between general education, special
education, Title I and ELL teachers for the learning outcomes
of third and eighth grade students.
It serves as a prevention model to provide TARGETED and
INTENSIVE instruction for those students identified as at-risk
of academic challenges.
SPL incorporates and builds on the processes of Critical Skills.
81
Connecting the Pieces
Emotional/Behavioral Disorder
– Students who demonstrate significant behavior concerns at the CORE level are
first provided TARGETED support; progressing through the problem-solving
team to more or less comprehensive levels of support, as needs indicate
– Students with a medical diagnosis of BD are not automatically eligible for
special education
– If it becomes necessary to move to the Eligibility Committee , relevant data
from TARGETED and INTENSIVE instruction will be utilized to the greatest
extent possible and supplemented as needed by behavior observations and
standardized behavior checklists – per the eligibility guidelines defined by
Policy 2419
Efficiency, like this, is an outcome of a high-functioning SPL framework.
82
Connecting the Pieces
English Language Learners
– Early intervention model is essential to support
the needs of English Language Learners.
– SPL provides students who have English language
acquisition needs with a configuration of supports
managed through a problem-solving process that
employs the skills and expertise of professionals
throughout the system
83
Connecting the Pieces
Gifted
SPL accommodates the educational needs of gifted students
through the daily focus on high-quality instruction.
• SPL supports pacing instruction to align with individual
experiences and needs
• Instruction for gifted students may include different forms of
acceleration over time
• Additionally, a variety of assessment processes can be used
to ensure the depth and complexity of instruction are
adjusted in ways that support dynamic learning
84
Connecting the Pieces
Students with Individualized Education
Programs
– SPL supports instruction for all students within
CORE, TARGETED and INTENSIVE levels.
– The SPL framework provides a history of the level
and rate of learning that can be used as one
component of a special education eligibility
determination.
85
Connecting the Pieces
Intellectual Disability
– To properly determine whether a student has
significant cognitive concerns that are impacting
his/her ability to be successful within CORE or
TARGETED instruction, it will still be necessary to
complete a comprehensive assessment (i.e., IQ,
Adaptive, Achievement) and meet the eligibility
criteria as identified by Policy 2419: Regulations
for the Education of Students with Exceptionalities.
86
Connecting the Pieces
Positive Behavior Interventions and Supports
– Positive Behavior Interventions and Support is a schoolwide approach used to establish and maintain effective
school environments that support academic achievement
and promote positive behavioral outcomes.
– School climate strongly influences the level of functioning
of the SPL framework
– PBIS is consistent with practices identified in the SPL
framework for supporting student achievement and social
competence
87
Connecting the Pieces
Preschool
• West Virginia’s Universal Pre-K Program is a highly collaborative effort
which includes public schools, federally funded Head Start, communitybased, for-profit, not-for-profit and faith-based programs.
• This program depends on high levels of functioning in all areas of the SPL
framework to include:
– collaborative leadership
– creating a positive culture to include parent and community
involvement
– thoughtful allocation of resources
– relevant assessment processes with an emphasis on early recognition
– utilization of a problem-solving process, and relevant professional
development
88
Connecting the Pieces
Students with Severe and Low Incidence
Disabilities
– Severe medical, physical, or intellectual disabilities
may be referred directly for special education
evaluation.
– Students with vision and hearing impairment may
be referred directly for special education
evaluation.
89
Connecting the Pieces
Students with Specific Learning Disability
– SPL is not an evaluation for special education, but it
contributes a history of evidence for consideration in
determining eligibility
– Students not responsive to TARGETED and INTENSIVE
instruction may be eligible for special education
services
90
Connecting the Pieces
Specific Learning
Disability
Achievement gap
between students
with LD and students
without LD.
The State of Learning Disabilities, 2011
91
Connecting the Pieces
Title I
– May operate one of two different types of
programs
• Title I School-wide or
• Title I Targeted Assistance
– Both programs support implementation of SPL,
but in different ways.
92
Connecting the Pieces
Title I – School-Wide Programs
– Primary goal is to ensure all students, particularly those who are lowachieving, demonstrate proficient and advanced levels of achievement
on State academic achievement standards.
– Require an ongoing, comprehensive plan for school improvement
owned by the entire school community and tailored to its unique
needs
– Progress monitoring, participation in the collaborative team work,
TARGETED and INTENSIVE instruction is allowable as long as they are
addressed in the Title I school-wide plan and justified through the
school’s needs assessment.
The State of Learning Disabilities, 2011
93
Connecting the Pieces
Title I – Targeted Programs
– Funds may be used to provide services for eligible students,
identified as having the greatest need for special assistance
– Services to eligible students may be provided in the regular
classroom or may be provided in a “pullout” setting on a limited
basis
– Primary consideration is given to providing
• Extended learning time
• Acceleration
• Supplemental instruction
The State of Learning Disabilities, 2011
94
Connecting the Pieces
21st Century Community Learning Center Program
• Provides, through community learning centers, academic
enrichment opportunities during non-school hours for
students, particularly for those who attend high-poverty and
low-performing schools
• Support services include a broad array of enrichment
activities that complement the regular school program with a
focus on ELA and mathematics; and offers literacy and other
educational services to the families of participating students
95
Frequently Asked Questions
• WHO PROVIDES THE SUPPORT?
• HOW DO STUDENTS MOVE BETWEEN CORE, TARGETED AND
INTENSIVE LEVELS?
• WHAT DOCUMENTATION IS USED WITH THE SPL
FRAMEWORK?
• HOW DOES A PROBLEM-SOLVING TEAM DIFFER FROM AN
ELIGIBILITY COMMITTEE?
96
Glossary
Common language is an
essential element of
community endeavor.
97
References
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•
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•
•
•
•
•
•
•
•
•
Council of Chief State School Officers (CCSSO)
Formative Assessment for Students and Teachers (FAST)
Policy 4373: Expected Behavior in Safe and Supportive Schools
Policy 2419: Regulations for the Education of Students with Exceptionalities and Guidelines for Identifying
Students with Specific Learning Disabilities, WVDE.
Policy 2510: Assuring Quality of Education: Regulations for Education Programs
Policy 2512: Instructional Supports for Third and Eighth Grade Students To Achieve Critical Skills
Response to Intervention (RTI) A Practitioner’s Guide to Implementation prepared by Colorado Department
of Education, 2008.
Response To Intervention-Idaho: Connecting the Pieces, prepared by the Idaho State Department of
Education, June 2009.
State Collaborative on Assessment and Student Standards (SCASS)
The Student Assistance Team and the Three-Tier Model of Student Intervention: A Guidance and Resource
Manual for New Mexico’s Response to Intervention (RTI) Framework prepared by the New Mexico Public
Education Department, Fall 2009.
West Virginia Response to Intervention: An Implementation and Technical Assistance Guide for Districts
and Schools, October 2006.
Whisman, S.A. (2012). The West Virginia School Climate Index: A measure of school engagement, safety
and environment. Charleston, WV: Author, Division of Curriculum and Instructional Services, Office of
Research.
98
Resources
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•
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•
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CCSSO FAST SCASS
http://ccsso.org/Resources/Programs/Formative_Assessment_for_Students_and_Teachers_(
FAST).html
Council for Exceptional Children at http://www.cec.sped.org
Easy CBM at http://www.easycbm.com/
Chart dog at http://www.interventioncentral.org/tools/chart_dog_graph_maker
Florida Center for Reading Research at www.fcrr.org
Intervention Central website at www.interventioncentral.org
OSEP Center on Positive Interventions and Behavioral Supports at http://www.pbis.org/
Teach 21 at http://wvde.state.wv.us/teach21/
The Center on Instruction at www.centeroninstruction.org
The National Center on RTI at www.rti4success.org
The RTI Action Network at www.rtinetwork.org
The What Works Clearinghouse at http://IES.ed.gov/ncee/wwc/
99
Acknowledgements
100