Anchor Belief Statements…. ALL educators want students to learn ALL parents want students to learn ALL students want to learn
“ Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.” Former President John F. Kennedy 5 Introduction to SPL
SPL and Policies ESEA / IDEA 2004 Improv ed Studen t Outco mes Policy 2510 Policy 2512 Policy 2419 Policy 4373 Policy 5310
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.
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.
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. Core Principles of SPL
Leadership Assessment School Climate & Teams & Processes Family & Community Partnerships Curriculum & Instruction Culture
Effective SPL partnerships include: 1.Parents 2.Families 3.Students 4.Community Members 5.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 Family and Community Partnerships
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. 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 Family and Community Partnerships 14
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. Parents sharing leadership responsibilities is also characteristic of high-functioning SPL. Leadership
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. Teams and Processes
1.What is the problem? 2.Why is the problem occurring? 3.What are we going to do about it? 4.How will we know if the plan is working? 5.Did it work? Teams and Processes
Purposes of Assessment 1.Identify strengths and needs of individual students 2.Inform problem-solving process 3.Inform instruction and necessary adjustments 4.Evaluate the effectiveness of instruction at different levels of the system (e.g. classrooms, school, district) 5.Inform educational decisions Assessment
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 Assessment Types
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%) Curriculum and Instruction
Vision for our Schools 1.ALL students learning, all the time 2.Shared ownership of results 3.Relevant supports flexibly provided to ALL students and removed to develop independence 4.Assessment processes used to shape instruction 5.Use of a collection of information to make academic and behavioral decisions
How do I...? 1....participate as a team member on the school teams that are making decisions about my child’s education? 2....contribute to the problem-solving process used to support my child’s learning? 3....help strengthen the culture and climate in my child’s school? 4....continue to learn and share the language of SPL?