Learning FOR All

1. Learning FOR All

2. Once upon a time, when I was in school… .

3. Shifts in Teaching and Learning…

4. Anchor Belief Statements…. • ALL educators want students to learn • ALL parents want students to learn • ALL students want to learn

5. 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. (P1) SPL is designed to improve outcomes for students with a variety of academic and behavioral needs.

6. Core Principles of SPL (p. 3) • 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.

7. Core 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.

8. Teams & Processes Leadership Curriculum Culture Assessment Family & Community Partnerships School Climate & & Instruction

9. The Role of School Couselors http://wvde.state.wv.us/spl/ Key Expectations • Support the problem-solving process • Provide consultation to the problem-solving team as appropriate • Engage families in the process • Support and empower families to partner in the process (p. 32)

10. The Role of School Counselors • School counselors can be a valuable resource at the CORE, TARGETED or INTENSIVE levels to support implementation of instructional plans or to participate on the problem-solving team. • School counselors have considerable skills in consultation and working with parents. • Decisions about the level of involvement will be dependent on school needs and administrator expectations.

11. Family and Community Partnerships • Effective SPL partnerships include: • Parents • Families • Students • Community Members • Educators • Central to effective partnerships is the recognition of shared responsibility and ownership of student challenges and successes. • Indicators of effective partnerships: • Sharing information • Problem-solving • Celebrating student successes

12. Family and Community Partnerships Counselors can assist Parents with Key Roles • Collaborate with teachers regarding identified needs. • Share information about child and family, as appropriate. • Support student learning at home. • Participate in problem-solving meetings. • Partner in instructional planning and progress monitoring. (p. 9)

13. 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 • (p. 9)

14. Teams and Processes • SPL supports the practice of teams forming around student needs. • In the first level of support for students, the team includes the general education teacher and the parent. • As additional layers of support come into play, additional individuals with relevant expertise join the team. (p. 5)

15. Teams and Processes Problem-Solving Process (p. 25)

16. Teams and Processes • What is the problem? • Why is the problem occurring? • What are we going to do about it? • How will we know if the plan is working? • Did it work?

17. Leadership (p.3) School level administrators are supported to identify teams that will consistently participate in the process of identifying and ensuring the provisions of SPL. The problem-solving team is recommended to include: parents, general education teachers, special education teachers, a school psychologist, a school level administrator and a school counselor.

18. Leadership SPL supports the need for parents to build positive relationships with leaders in their children’s school including, but not limited to the building Principal.

19. Assessment Purposes of Assessment • 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 (p. 10)

20. 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 inform school-wide action plans Diagnostic Purpose: Assist teachers in adjusting the type and degree of scaffolding, in differentiating instruction, and in picking up patterns of strengths and weaknesses Summative Purpose: Inform the system and provide a longitudinal view of curricular strengths and weaknesses

21. Curriculum and 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 (p. 14 -18) CORE Instruction

22. Curriculum and 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 (p. 14-18) CORE Instruction

23. Curriculum and Instruction (p. 13)

24. 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%)

25. SPL FRAMEWORK: A Quick Reference Guide

26. School Climate and Culture • A positive school culture exists when a positive school climate is in place. • Positive school climate consists of: • Engagement • Safety • Environment (p. 4-5)

27. http://wvde.state.wv.us/spl/ Click the Family Partnership Link Click here for the Parent SPL Brochure

29. Putting It All Together

30. Vision for our Schools • ALL students learning, all the time • Shared ownership of results • Relevant supports flexibly provided to ALL students and removed to develop independence • Assessment processes used to shape instruction • Use of a collection of information to make academic and behavioral decisions

31. Contact Christi Chambers, Assistant Director Office of Special Programs cdchambe@access.k12.wv.us