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Support for Personalized Learning. Including RTI and Critical Skills within a Common Collaborative Structure. West Virginia Department of Education Webinar Presentation Thursday, July 7, 2011. AGENDA. Welcome and Introductions Setting the Context for Personalized Learning

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support for personalized learning

Support for Personalized Learning

Including RTI and Critical Skills within a Common Collaborative Structure

West Virginia Department of Education

Webinar Presentation

Thursday, July 7, 2011

agenda
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 learning3

Support for Personalized Learning

Including RTI and Critical Skills within a Common Collaborative Structure

West Virginia Department of Education

Webinar Presentation

Thursday, July 7, 2011

setting the context
Setting the Context

Dr. Jorea Marple

State Superintendent of Schools

it s all about the kids
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.

integration of multiple efforts
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 learning8
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
What Does SPL Look Like?
  • Framed around 8 variables that impact student achievement and all of which are within our control
    • Students: the WHO of SPL
    • Instruction: the WHAT of SPL
    • Location: the WHERE of SPL
    • Assessment: the WHY of SPL
    • Time: the WHEN of SPL
    • Personnel: the BY WHOM of SPL
    • Group Size: the HOW of SPL
    • 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 like10
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
the d word documentation
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
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
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
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
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
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
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 learning19

Support for Personalized Learning

Including RTI and Critical Skills within a Common Collaborative Structure

West Virginia Department of Education

Webinar Presentation

Thursday, July 7, 2011