Support for Personalized LearningIncluding RTI and Critical Skills within a Common Collaborative Structure

West Virginia Department of EducationWebinar PresentationThursday, July 7, 2011

AGENDA

• Welcome and Introductions• Setting the Context for Personalized Learning• What is Support for Personalized Learning (SPL)?• Combining Efforts to Meet the Needs of All Students• Guidance Chart• Clarification Items• Questions and Answers

Support for Personalized LearningIncluding RTI and Critical Skills within a Common Collaborative Structure

West Virginia Department of EducationWebinar PresentationThursday, July 7, 2011

Setting the Context

Dr. Jorea Marple State Superintendent of Schools

It’s ALL About the Kids!

Developing students who are healthy, responsible, and self-directed and

who have the knowledge and Global 21 skills that will bring them

satisfying and productive lives.

What is SPL? Support for Personalized

Learning?

Integration of Multiple Efforts• Response to Intervention• Critical Skills Program• 21st Century After School Academic Supports• Title I Extended Day/Extended Year Learning

Opportunities

• All of these are great programs designed to meet the needs of students - but not in isolation of each other

• Often viewed as four distinct different “programs” rather than a coherent system of support

• All with mixed results partly due to the lack of coordination with other services – many true success stories

• Have had some unintended consequences of creating some burdensome conditions for schools and teachers

Support for Personalized Learning

• Must be seen as a unified system of delivering services to students – not isolated programs or initiatives

• Must have collaborative structures to take advantage of the limited resources we have available to us

• Must provide flexibility for teachers to provide quality instruction designed to meet the needs of individual students – not spend hours compiling documentation or counting interventions

• Must avoid costly duplication of efforts

• Must provide students the opportunity to master the content standards

What Does SPL Look Like?

• Framed around 8 variables that impact student achievement and all of which are within our control 1. Students: the WHO of SPL

2. Instruction: the WHAT of SPL

3. Location: the WHERE of SPL

4. Assessment: the WHY of SPL

5. Time: the WHEN of SPL

6. Personnel: the BY WHOM of SPL

7. Group Size: the HOW of SPL

8. Documentation: the NOW WHAT of SPL

√ These 8 things within our scope of control must be maximized to meet the needs of individual students and personalize learning for all.

What Does SPL Look Like?

• Framed around 3 levels of instructional intensity– CORE INSTRUCTION– TARGETED INSTRUCTION– INTENSIVE INSTRUCTION

• Formerly known as Tier 1, Tier 2, Tier 3– Renamed to more accurately describe the intent of the

services provided to students and to unify the multiple programs and efforts being merged into SPL

• Identifies components for both Academic Support and Behavior Support

What Does SPL Look Like?Support for Personalized Learning (SPL) Including RTI and Critical Skills within a Common Collaborative Structure – SPL

What Does Instruction Look Like? How Does A Student Respond to Instruction?

Intensity Core Instruction Targeted Instruction Intensive Instruction

Variable Academic Support

Behavior Support

Academic Support

Behavior Support

Academic Support

Behavior Support

Students All Students All Students Some at-risk students who need short-term intervention to achieve grade-level mastery

Intervention at first indication of learning difficulties

Some at-risk students who need short-term intervention with initial displays of difficulty with behavior

Few high risk students who do not make sufficient progress with targeted instruction

Few high risk students who do not make sufficient progress with targeted interventions

Instruction Provides all students with a strong core personalized curriculum focused on meeting individual needs

Responsive teaching allows students to take on new learning using scaffolded instruction

Differentiated instruction, Universal Design For Learning and co-teaching are utilized

Emphasizes learning 24/7

Emphasizes student responsibility and accountability

Instruction designed to engage students, framed for clarity and relevancy, presented with pre-assessment and learning targets,

Standards of Behavior are clearly articulated to all students, parents and supported by all staff

Universal interventions used with all students to promote healthy development and prevent problems

School-wide social skills training

Teach school behavior expectations

Effective classroom management

Positive reinforcement systems

Instruction designed to engage students, framed for clarity and relevancy, presented with pre-assessment and learning targets, includes embedded time for students to

Supplemental support for identified skill areas of deficiency

Designed to complement and extend core instruction

Additional exposure to general education curriculum

Provision of group interventions within the general education classroom

Small group interventions to address: anger, social skills, substance abuse.

Self-management training and support

Parent training and collaboration

Behavior contracting Mentor programs to

provide connections with caring adults that support positive behavior

Lessons that target weaknesses while leveraging student strengths.

Intensive individualized instruction for students who are struggling to make sufficient progress with targeted instruction

Intensive social skills teaching

Individual Behavior Intervention Plan

Multi-agency collaboration

Parent training and collaboration

The “D” Word - Documentation

• Critical skills currently utilizes a very simple WVEIS based “drop and click” documentation system that teachers have found very user-friendly and not cumbersome– It will be expanded with more options to allow use for

documenting interventions required for special education (RTI)

– This is a work in progress and will be rolled out as soon as it is operational

• Documentation requirements should not be overly cumbersome and may include multiple sources of evidence that teachers routinely collect for all students

• There is no “magic number” of interventions required• Must show student response to the level of learning and the rate

of learning

SLD Eligibility Determination• Duration of Intervention

– Varies based upon student need and their response to instruction in Targeted and Intensive Instruction

• Intensity and Frequency of Intervention– Varies based upon student need and their response to instruction in

Targeted and Intensive Instruction• Frequency of Progress Monitoring

– Required versus Recommended• Referral to Special Education

– In order to be eligible for SLD or BD “data-based documentation of repeated assessments of achievement and/or behavior at reasonable intervals, reflecting formal assessment of student progress during instruction” must be utilized

Clarifications from Title I

• Title I teachers and interventionists are scheduled into regular classroom to provide supplemental core and targeted instruction

• Title personnel are scheduled for very limited pull-out services and should not be utilized in a replacement model

• Title I teachers are not teachers of record• Consider flex scheduling for Title I personnel to permit

extended learning opportunities for students• Consider providing or reviewing professional

development for co-teaching and differentiated instruction.

Keys to Success

• School Team Decision Making• Provide maximum flexibility to teachers (flex

scheduling, daily schedules, Policy 2510, documentation) • Coordinate and integrate services• Provide high-quality supports in all classrooms at

all levels• Don’t become bogged down with documenting the

process – focus on the needs of students• Doing what’s best for the student – always

Next Steps• Information disseminated to Title I and Special

Education Directors electronically (chart with key points)

• Webinars for principals and school teams will be conducted in early August

• Chart and information will be shared with principals and teachers at meetings throughout the remainder of the summer

• Presentations will be provided for district Directors of Special Education, Title I, etc.

• Clarification will be delivered via a FAQ document to be posted in mid-August

• Convene a stakeholder group to advise revisions of Policy 2419

FAQS For Implementation

• A FAQ document will be produced to assist with implementation

• Review the document thoughtfully through the lens of personalizing learning for all students

• Submit questions for clarification and guidance to rhull@access.k12.wv.us by July 29th for inclusion in the FAQ document to be posted and disseminated

• Please put SPL FAQ in the subject line subject line

Policy Webinar• Monday, July 11th at 10:00 a.m.• Review of recent revisions to:

– Policy 2510: Assuring Quality of Education– Policy 2525: Universal Access to Early

Education– Policy 2340: Measures of Academic

Progress

Support for Personalized LearningIncluding RTI and Critical Skills within a Common Collaborative Structure

West Virginia Department of EducationWebinar PresentationThursday, July 7, 2011