Support For Personalized Learning With Greater Teacher Decision-Making By Pat Homberg - Office of Special Programs Denise White - Office of Curriculum and Instruction

Disabilities Support for Personalized Learning Specific SPL is not special education…but SPL and SLD are connected. During this presentation we will clarify the relationship between eligibility and a comprehensive support system for personalized learning.

Historical Shifts Shift in Federal Policy Shift in Responsibility Shift in Specific Learning Disabilities Eligibility Shift from Early Intervention Model to K-12 Model Shift from Response to Intervention to Support for Personalized Learning Shift from our initial, more narrow interpretation of RTI to a broader, more inclusive, scaled out system of support for Personalized Learning.

More Historical Shifts … Shift from Reading to Reading, Math and Written Language Shift from Academics to Academics and Behavior Shift from At-Risk to At-Risk and Accelerated Learners Shift from Special Education Driven to WVDE Driven Read these without elaboration

Shift in Specific Learning Disabilities Eligibility Evolving Understanding of SLD… IDEIA 2004 required states to adopt criteria: Must not require use of severe discrepancy Must permit LEAs to use process based on child’s response to scientific, research-based intervention May permit use of other alternative research-based procedures

Summary of Eligibility Criteria and Determinations The multidisciplinary team must determine through a body of evidence: Level of Learning Rate of Learning Exclusionary Factors SUSAN

In Addition… Underachievement cannot be the result of a lack of appropriate instruction, specifically in the essential components of reading and mathematics.

Eligibility is based on final determinations that the student … Meets the eligibility criteria as Specific Learning Disabilities; Experiences an adverse effect on educational performance; and Needs Special Education

Incidence: Chart 1 National Specific Learning Disability Percent of Total Special Education by State in 2009 In 2009, WV had identified a little more than 30% of their special education population as SLD. The national average was a little more than 40%.

Incidence West Virginia Number of identified Students with SLD 2001 - 2010 Looking at the second month trend data for specific learning disabilities in 2000-2001 there was 18,650 SLD students. In 2010-2011 there was 12,100 SLD students. Around 2004, when the regulations changed, we can see a more significant decline in numbers of SLD students. In the graph on the right, we see a comparable decline in identification of total students with disabilities in general.

Achievement Achievement gap between students with SLD and students without SLD Students without SLD, show a steady increase in achievement as they progress through the grades. Students with SLD show some increase in achievement but then their performance levels off between 3rd and 4th grade and then remains fairly constant.

What Is a Multi-Leveled Framework? Core Targeted Intensive

Shift in Conceptual Framework Public Health Prevention Model Addresses needs of most students through CORE Instruction Provides TARGETED Instruction for students not meeting certain criteria Reserves INTENSIVE Instruction for students with most significant needs PAT

Shift in Conceptual Framework continues… Various models are all based on the same framework No specific curriculum or program Provides framework for allocating instructional services and resources in response to students’ needs

Support for Personalized Learning Framework Is a school wide framework Functions as a multi-level instructional and behavioral system Identifies students at-risk and who need acceleration or enrichment Monitors student progress Provides interventions Adjusts intensity and nature of interventions

The CORE The Core is every school’s initial instructional practice– the teaching and school experiences every student receives daily. The Core should meet the educational needs of at least 80% of the students.

Characteristics of Effective CORE Instruction Differentiated instruction Small group activities Focusing on most critical standards and objectives Ongoing analysis and response to assessment data Ensure quality teaching Maximizing instructional time Implementing programs as intended

Targeted Instruction Must meet the needs of: Students who are engaged but still not successful Resistant learners Must group students by the cause of their difficulties, not the symptoms

Characteristics of Effective TARGETED Instruction… continued Supports for struggling learners… Initial pedagogic practices don’t correspond with learning style – lecture vs. visual/tactile Additional time including extended day Prerequisite skill review Smaller groups formed around reasons for not learning

Characteristics of Effective TARGETED Instruction Supports for resistant learners… Homework help Frequent progress reports Study-skills classes Goal-setting and career planning support Guided to utilize self-monitoring strategies and tools Targeted rewards Additional supports for resistant learners, or those who are disengaged might include…

INTENSIVE Instruction Is designed for students who show low content area skill and/or lack of progress over time when quality CORE and TARGETED instruction have been provided.

INTENSIVE Instruction Refers to the… Amount of time per day The number of days per week The number of weeks of instruction The number of students receiving the intervention at a given time Here are the 8 components of SPL

SPL - Component # 1 School Climate and Culture A positive school climate provides the foundation on which instruction will occur and all students will be engaged in learning and depends on four essential elements. Reference Chart in their folders for all details included in notes Creating a caring school community; Teaching appropriate behavior and social problem-solving skills; Consistent support for use of positive behavior practices; and Providing rigorous academic instruction.

SPL – Component # 2 Leadership Leadership is critical for effective implementation. Success will be determined, to a great extent, by the degree to which district and school leaders are able to move the focus from philosophical understanding to actual practice. By… Understanding and embracing essential components; Prioritizing resource allocation; and Guiding the implementation.

SPL - Component # 3 Teams and Processes The purpose of the problem-solving process is to assist educators, parents and service providers in selecting and/or designing strategies that have high probability for success in maximizing the academic and behavioral performance of students. by: Providing structure to address individual needs; Requiring full collaboration between a team of professionals and parents; and Ensuring interventions are implemented responsively.

SPL - Component # 4 Family and Community Partnerships Central to effective partnership is the recognition of shared responsibility and ownership of student challenges and successes by parents, families, students, community members and educators. Effective partnerships include: Sharing information; Problem solving; and Celebrating student successes.

SPL - Component # 5 Assessments Effective use of assessments provides data to drive the decision making process at the individual student, classroom and school levels. Reliable and ongoing information must be available to: Identify academic and behavioral needs of individual students; Inform the problem solving process; Design and modify instruction to meet student needs; and Evaluate the effectiveness of instruction at different levels of the system.

SPL - Component # 6 Core Instruction …Must be viable, rigorous, relevant, standards-driven and characterized by teachers: Scaffolding Immediate response Multiple strategies Emphasizing student responsibility Emphasizing 24/7 learning and characterized by teachers: Scaffolding flexibly to include accommodations or modifications; Using a variety of supports as soon as a student begins to struggle; Using strategies that may include small groups, differentiated instruction for application of skills, processes and concept formation, re-teaching, enrichment and acceleration; Emphasizing student responsibility and accountability; and Emphasizing 24/7 learning

SPL - Component # 7 Targeted Instruction …Is characterized by evidenced-based instructional strategies and strengths-based interventions based on the student’s specific learning and/or behavioral needs. Targeted Instruction serves a two-fold purpose. It is used to remediate specific deficits of students. For this purpose it needs to be explicitly matched to individual needs and aligned with Core curriculum and instruction. 2. It is used to enhance the education of students who have demonstrated proficiency relative to benchmarks. This Instruction needs to contain sufficient depth, breadth and complexity to increase individual student skills.

SPL - Component # 8 Intensive Instruction ...Is intended for students with significant and/or chronic deficits as well as for students with significant underachievement. Intensive Instruction is used to provide: Interventions Enrichment and/or advancement in a specific area of study; Training on student-specific learning needs. Intensive Instruction is used to provide: Interventions for students who have not responded adequately to targeted curriculum and instruction; Enrichment and/or advancement in a specific area of study; Training on student-specific learning needs.

Evaluate and Retool the Model Strategy Create Awareness Foster Commitment Build Infrastructure Implement Model Evaluate and Retool the Model Recursive process – cycling back like all early adopters Endorsement of NRTI Original vision Monitoring tools they are supporting have adequate flexibility to accommodate personalization at ALL levels for ALL students

Implementation Framework Guidance Document Specific Learning Disabilities Identification Professional Development Tools and Resources Statewide Training Web Page Critical Skills Platform Online Classes #8 integration of Critical Skills documentation / NOT in addition to

Translate SPL through the CONTEXT in YOUR COUNTY

Guiding Questions Who do we need to be part of the team that will make these decisions in our district? What do we have that we can use? What is currently serving the personalized needs of our students, now? What is not? How will we communicate and ensure the shifting that needs to occur?

Support for Personalized Learning Through Self-Assessment Shifting Towards More Support for Personalized Learning Through Self-Assessment STEP 1 = What do we have that we can use? What already serves the personalized needs of our students? STEP 2 = Where do we need to focus our enhancements? STEP 3 = What do you have that you need to give up? Emphasize STEP 3 – determine and give up the things are NOT working, not the things that are…

Next Steps... 1. Communicate clarifications 2. Collaboratively redefine how your district will collectively provide personalized learning for all students. These are the next steps we have been asking leaders to support: e.g. Special Education and Title I Directors

Support Documents Support for Personalized Learning (SPL) chart LAYERS of Support for Personalized Learning Essential Components – Required and Suggested Essential Components of the SPL Framework What is SPL about? Elementary Implementation Guides: Reading, Mathematics and Behavior Participant folder contents Pat - #1-4 Denise - # 5,6

Defining Personalized Learning Reference triangle chart to compare and contrast individualization – differentiation and personalization Personalization is the most inclusive term

Support for Personalized Learning is... …about getting the right instruction to each student as quickly as possible for the greatest amount of time. Use to deepen understanding by considering summary statements.

Support for Personalized Learning is... …about understanding that solutions to problems are context specific.

Support for Personalized Learning is... ...about having rich conversations about students that put their performance into a personalized context.

Support for Personalized Learning is... …about determining whether an identified problem exists for one student, a small group of students, or a large group of students and using this knowledge to form the most appropriate response.

Support for Personalized Learning is... ...about the individuals closest to each student collecting pertinent data and actively participating in designing the most appropriate response.

Support for Personalized Learning is... …about utilizing a problem-solving process to analyze possible reasons for a student’s academic and/or behavioral needs and providing the most effective configuration of support.

Support for Personalized Learning is... ...about envisioning and articulating viable expectations for every student.

Support for Personalized Learning is... … about identifying and manipulating the variables that affect a student’s performance.

Support for Personalized Learning is... …as dynamic as students are, and changes depending on the needs of every individual.

SPL as a PROCESS... ... is a broader, more flexible approach that we will use to provide the most appropriate instruction for every student in WV.

The Success of SPL... ...will result from all of us; working together to define and responsively redefine what is needed student by student.

Every STUDENT in WV is different. Every DISTRICT in WV is different.

Not just us Not just you Not just teachers It will take ALL OF US working together... Not just us Not just you Not just teachers

...the direction we are expected and need to shift towards... Support for Personalized Learning is... ...the direction we are expected and need to shift towards...