Documentation Utilizing WVEIS On the Web (WOW)
Download
1 / 54

Documentation Utilizing WVEIS On the Web (WOW) December 2, 2011 - PowerPoint PPT Presentation


  • 136 Views
  • Uploaded on

Documentation Utilizing WVEIS On the Web (WOW) December 2, 2011. Good Kids Doing Great Work. 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.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Documentation Utilizing WVEIS On the Web (WOW) December 2, 2011' - susane


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Good kids doing great work
Good Kids Doing Great Work

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.


Our goals for students are centered around
Our goals for students are centered around:

What we want students to KNOW

HOW we want students to BEHAVE

What we want students to ACCOMPLISH


Strategic priorities
Strategic Priorities around:

  • To meet the personal needs of each student

  • To elevate the importance of great teachers and learning

  • To make the improvement of public education a moral imperative of every citizen and stakeholder

  • To accelerate innovation and transform schools to meet Global 21 demands



Key words
Key Words around:

  • Optional for SPL

  • Suggested

  • Minimal

  • Local context based upon capacity

  • Flexible

  • Tool to help schools/districts

  • Discretionary


Agenda
Agenda around:

  • Overview

    • Support for Personalized Learning

    • Critical Skills (WVBE Policy 2512)

    • Coordinated Early Intervening Services (CEIS)

    • Achieve 21

  • Conceptual Framework

  • Demonstration of Student-Level Record



Purpose of support for personalized learning
Purpose of Support for Personalized Learning around:

Authority • WVBE Policy 2419: Regulations for the Education of Students with Exceptionalities and W.Va. Code §18-20-1


Purpose of spl
Purpose of SPL around:

Purpose of Support for Personalized Learning


Purpose of spl1
Purpose of SPL around:

Purpose of Support for Personalized Learning


Purpose of spl2
Purpose of SPL around:

Support for Personalized Learning Framework

The three-level framework applies to academic and behavior skills

  • SPL is a three-level system designed to meet the needs of ALL

  • students.

  • Curriculum is based on state standards. High quality instruction

  • is essential for maximizing student success.


Critical Skills around:

(WVBE Policy 2512)


Purpose of critical skills
Purpose of Critical Skills around:

Authority • WVBE Policy 2512: Instructional Supports for Third and Eighth Grade Students to Achieve Critical Skills; and W.Va. Code §18-2E-10

Critical Skills is a framework that provides for critical skills instructional supports for third and eighth grade students who are not mastering English/language arts and math adequately for success at the next grade level.




Critical skills framework
Critical Skills Framework around:

The three-level framework applies to English/language arts and math

  • Critical Skills is a three-level system designed to meet the needs of Third and Eighth grade students

  • Curriculum is based on state-standards. High quality instruction is essential for maximizing student success


Overview
Overview around:



Assessments
Assessments around:

  • Feature of SPL is its use of data to continuously review student progress to:

    • Identify academic, social/emotional and or behavioral needs of individual students K-12

    • Inform the problem-solving process

    • Design and modify instruction to meet student needs

    • Evaluate the effectiveness of instruction at different levels (e.g. classroom, school, district)


Assessments1
Assessments around:

  • Feature of Critical Skills is the use of data to continuously review student progress, and

  • Identify academic needs of individual students in grades 3 and 8


Assessments2
Assessments around:


Assessments3
Assessments around:

SuggestedSPL Intervention Framework


Connecting supports for personalized learning

Coordinated Early Intervening Services (CEIS) around:

Student

Connecting Supports for

Personalized Learning


CEIS around:

  • Only to be used by counties when they have set aside 15% of their IDEA allocation to provide services for non-disabled students.

  • The set aside funds must be documented through the LEA Application for Special Education.


Connecting supports for personalized learning1

Achieve 21 Update around:

Student

Connecting Supports for

Personalized Learning



Benefits for sea
Benefits for SEA around:

  • Ability to uniformly collect data in order to evaluate the effectiveness of State initiatives.

  • Timely access to student intervention data that allows the WVDE to support schools in their implementation of intervention initiatives.

  • Enables the WVDE to help schools make informed decisions when addressing the needs of their students.

  • No additional data system development expense.


Benefits for leas and schools
Benefits for LEAs and Schools around:

  • Access to student tracking system capable of documenting a complete history of key decisions regarding a student’s experiences in Critical Skills and Support for Personalized Learning.

  • Access to data for evaluating Critical Skills and Support for Personalized Learning in the school.

  • Periodic self-appraisal to inform school-level implementation.

  • No need to purchase a separate reporting system.


Responsibilities of leas and schools
Responsibilities of LEAs and Schools around:

  • Ensure that staff members have an active WVEIS ID which provides access to the WVEIS On the WEB (WOW) system.

  • Utilize RESA/County Resources to provide WOW training for staff.

  • Identify THIRD and EIGHTH grade students receiving Critical Skills instruction in English/language arts or Mathematics.

  • Make the Interventions Tab available to staff who provide TARGETED and INTENSIVE academic and behavioral interventions to at-risk students.

  • Use self-appraisal to inform the implementation of Critical Skills and Support for Personalized Learning frameworks in schools.


Next steps for leas
Next Steps for LEAs around:

  • Determine Interventions Tab rollout/ retraining with WVEIS contacts and instructional leaders.

  • Insure intervention providers have access to WOW.

  • Train intervention providers in use of Interventions Tab.

  • Disseminate the User Guide.


User guide
User Guide around:


Access the wow system
Access the WOW System around:

WVEIS On the Web (WOW)

Click Here

http://wveis.k12.wv.us/


Log in
Log In around:

WVEIS On the Web (WOW)

Log-In entering WVEIS username and password


WVEIS On the Web (WOW) around:

  • Locate and click “Menus” from the horizontal menu bar.


WVEIS On the Web (WOW) around:

Locate and click “STU.301 Maintain Student Information”.


WVEIS On the Web (WOW) around:

Click a student name



Data Field Explanation around:

Date:

WVEIS will populate the date the record is entered.

By:

Enter the name of the person recording the data entry.


Previous Level around:: The level assigned prior to planned intervention will automatically be displayed.

New Level: Select the level assigned during planned intervention.

Reason: Select from the drop-down menu to indicate the reason for current level placement.


Skill around:: Enter the specific skill that is the focus of the current intervention or Select from the Skills Continuum and copy/paste into this field.

Skill Continuum Select from the Skills Continuum and copy/paste into this field.

Interventions: Choose one of the provided interventions to document the applied strategy utilized in the intervention.


When Offered around:: Select from the drop-down menu to indicate when the planned intervention will occur.

Beginning Date: Enter the beginning date of the planned intervention.

Ending Date: Enter the anticipated ending date of the planned intervention.


Time-in-Sessions around:: Enter total minutes of each planned intervention session (i.e. 20).

Number of Sessions: Enter the actual intervention sessions (i.e. 20).

Comments: As an optional field, the user may elect to further describe the intervention or reasons for placement.


Assessment Type around:: Enter the type of assessment (i.e. screening, interim, progress monitoring, etc.)

Assessment Name: List the proper assessment name.

Score: Enter the score achieved on the assessment.

Date: Enter the date the assessment was administered.


After entering the intervention data, select around:“SUBMIT” to save this record.

SUBMIT:

Select “SUBMIT” to complete the intervention entry and save the data.


Edit an Existing Record around:

To edit/revise an existing record, you will follow the same process used to enter a new record. However, the first step differs in that you will select an existing record rather than “New” from your INTERVENTIONS TAB screen. To revise a record, select the Date of the previous intervention. This opens the previous intervention record and allows edits to be made.

Note: If data is added or revised within the existing data fields, the user must select “Submit” to save any changes made.

DATE/OF/INTERVENTION: Select the date the previous intervention was recorded. This will open the previous intervention record and enable the user to edit or revise this intervention record.

NOTE: Each previous intervention record will be listed on this screen.


ad