1. Support for Personalized Learning
Morgan County CARES

2. 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.
SPL is designed to improve outcomes for students with a variety of academic and behavioral needs.

3. Core Principles of SPL
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.

4. 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.

5. SPL TEAM
Problem-Solving Team
Composed of teachers (general and special educators), specialists, parents and school level administrator
Plans intensive instruction for students
Promotes shared responsibility for student learning
Collects and reviews data
Evaluates responsiveness to intense instruction
SPL will look different in each school depending on needs, schedules, teams, resources, etc.

6. Problem-Solving Process
Teams and Processes
Problem-Solving Process

7. 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

8. Curriculum and Instruction

9. Curriculum and Instruction
CORE 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

10. Curriculum and Instruction
TARGETED Support
SPL endorses the value of instructional supports at the TARGETED level including:
Differentiating, scaffolding and using multi-modal strategies to engage students
Providing explicit instruction that emphasizes skill building as well as contextualized instruction that emphasizes application of skills
Peer interaction to scaffold student understanding
Teacher use of learning progressions within the standards and objectives as guidance for constructing scaffolding
Accommodations that affect how a student learns, not what they are expected to learn

11. Curriculum and Instruction
INTENSIVE Support
SPL endorses the value of instructional supports at the INTENSIVE level including:
Intensified scaffolding and time: suggested to occur 3 to 5 times per week for class sessions of 30 to 60 minutes
Smaller groups of similarly-skilled and needs-alike students or one-to-one
Most likely to occur outside the general education classroom
May occur before, during or after the school day dependent on available resources and personnel.
SPL does not promote:
INTENSIVE support replacing opportunity to receive instruction in science, social studies, physical education and the arts
Isolated skill drill requiring students to independently make generalizations and connections back to the CORE content.

12. What Does SPL Look Like?

13. 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
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
A required part of SPL is that prior to testing you must document 9 weeks targeted and 9 weeks of intensive intervention (interventions, assessments given, data, SAT minutes, current levels, etc.)

14. Essential Components of SPL
Leadership
School Climate and Culture
Teams and Processes
Family and Community Partnerships
Assessment
Curriculum and Instruction
What do these remind you of?

15. SPL—How do we do it? “Cookie Cutter Program” does not exist
Every School has strengths in certain areas of SPL and with different levels of instruction.
STEAL, STEAL, STEAL.-ideas, concepts
Must support ADULTS working with students, before you can effectively support kids
Collaboration is the key.
RESOURCE ALLOCATION

16. SPL at BSHS
Administrative Team- (Admin., Counselors, SAT Cood. Alt. Ed.)
Team Leaders-8 Curriculum Teams
Common Planning for Teams
Support Classes-Algebra 1, English 9
Intervention Team
Alternative Programs & Credit Recovery
MC After 3
GED Option

17. SPL at BSHS---Advanced
Advanced Placement Program
Honors classes for 9th/10th Graders
Summer Projects
AP Boot Camps
Intervention Team/Special Education
Differentiated Instruction/Project Based Learning
Summer Camps

18. TARGETED INSTRUCTION
INTERVENTIONISTS meet with their curriculum teams and with each other to plan schedules that meet the needs of ALL students.
Each Curriculum Team is responsible for the method of support:
-Push in/Pull out
-Collaborative/Team Teaching
-Peer Mentoring

19. INTENSIVE INSTRUCTION
Counseling/Social Work
Special Education
Credit Recovery
Alternative Education Program
Summer School Program
Expelled Students Support

20. Most important level is:
CORE INSTRUCTION
-Beginning of
-Began to ask how to improve the core.
-Core Teachers still looked at support
as –Here You GO-Fix’em
-Professional Learning Communities

21. SPL Through PLC’s PLC’s improve teacher competency
Establish a new school culture around the PLC’s
PLC’s are the best means by which to continuously improve instruction and student performance
No one right way-must take into account the history and current culture to develop best ways to create and manage PLC’s
Must be led closely by administration initially with clear expectations
Schmoker, Mike, Results Now: How We Can Achieve Unprecedented Improvements In Teaching And Learning. Association for Supervision and Curriculum Development, (As summarized in Effective Schools Research Abstracts Volume 23, Issue 2

22. Procedure/Activities
Month 1--Data analysis--Westest2, AP exam scores, SAT/ACT scores, benchmarks, cohorts, graduation status
Month 2—Administrative team planned mid-year rollout of new, improved PLC and SPL concept
Month 3--Core team meetings began
Staff development on SPL and what instruction should look like at each level
Focus on “Core” level of instruction
“What do you do when a student in not successful in your classroom?”
SPL form development

23. Procedure/Activities
Month 4—SPL form finalized and put into use
Developed “targeted” and “intensive” levels of interventions
Identification of students continued
Individual student issues were discussed and sharing of instructional strategies encouraged
REAL discussion about students and how to help them improve were held.

24. Procedure/Activities
Month 5—Elective teams were introduced to the process
Conversations on students increased and became more student specific
Cross-curricular meetings introduced—ISE, AIT days, substitutes called in on occasion
Increased collaboration and communication
Highly effective
Student centered
Months 6-7—Bi-weekly meetings continued
Focus on student grades, benchmark data, behavior and engagement

25. Benefits Teachers more “in tune” with their students
Huge increases in parent communication
Improved communication between teachers and administration
Teachers have the comfort of knowing the are not alone in their struggles with students
Short, frequent staff development opportunities
INCREASED ACCOUNTABILITY FOR TEACHERS = TEACER AND STUDENT IMPROVEMENT

26. Vision for the Future of SPL
alerts of changes to student records
Staff Development on Skill Deficiencies identified through PLCs
Database functionality improvements with use
Link teachers to students by rosters
Bulk editing of students with multiple records
Ongoing maintenance and improvement

27. The Documentation Tool
SPL Database –Grades 6-12
SPL Database—Grades K-5
Click here to log-in
Click here to log-in

28. Keys to Success
Faculty needs to see student achievement as a top priority---Model it!
Teachers must feel they are a valuable part of the process to achieve success
Opportunity to positively affect the school culture and foster a desire in teachers to create engaging, meaningful lessons that reach every student
Foster professional growth and a sense of community
Empowering teachers and continuous learning and improvement will have natural benefit of increasing student achievement
All of us will grow personally and professionally!

29. Your Turn------What’s Our Plan?
How will I utilize SPL to improve student achievement in my school? What pieces are already in place? What do we need to work on improving?
How will I ensure faculty “buy-in” to the SPL process?
Which administrator in my building will oversee SPL?
What will be the role of the SPL Coordinator? (PVE, WSIS, PPES, WES only) Who would be a good fit for this role?
How will we ensure that students receive necessary support at each intervention level?

30. https://wvde.state.wv.us/spl/
WVDE SPL Webpage

31. Exit Slip
1. What’s one question you have about ARC, CARE, or SPL? 2. On a 1-10 scale (10 being the best,) how do you feel about your ability to implement these initiatives in your school?

32. Let’s Have a Great Year!