Guidance for West Virginia Schools and Districts

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GUIDANCE FOR GUIDANCE FOR WEST VIRGINIA WEST VIRGINIA SCHOOLS AND SCHOOLS AND

DISTRICTSDISTRICTS

April 2012April 2012

“We have more than 280,000 students in West Virginia, each with unique talents and abilities that deserve to be recognized and developed. To achieve the promise of ALL CHILDREN LEARNING, we must harness the power of technology and collective action to more effectively nurture the special gifts of each child and personalize the learning process.”

Jorea Marple, Ed. D.State Superintendent of Schools

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Introduction to SPL

Purpose of SPL

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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.

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Purpose of SPL

SPL is characterized by a seamless system of high quality instructional practices allowing all students to sustain significant progress; whether they are considered to be at-risk, exceeding grade level expectations or at any point along the continuum.

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Purpose of SPL

SPL operates with the understanding that student learning increases when the right supports are available and responsively revised or removed as each student’s learning advances and deepens.

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Purpose of SPL

SPL incorporates and builds on processes formerly implemented as RTI.

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Purpose of SPL

The SPL framework supports shared responsibility between general and special education teachers for the learning outcomes of all students.

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Purpose of SPL

SPL, at its strongest will look different for each student.

SPL, at its strongest will be customized for each district, school and classroom.

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Purpose of the SPL Guidance Document

The goal of the guidance document is to provide collaboratively conceived, current information about how to support personalized learning.

This information is intended to serve as a resource for each local district and school to use as they customize the framework to align with the needs of their students and with their local resources.

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Preface: Core Principles of SPLSection I: Introduction to SPLSection II: Essential Components of SPLSection III: Decision–Making in SPLSection IV: Connecting the Pieces of SPLSection V: FAQsSection VI: GlossarySection VII: ReferencesSection VIII: Resources

Purpose of the SPL Guidance Document

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Philosophy of SPL

Students are more likely to experience success academically, socially/emotionally and behaviorally, when school personnel make available to students a comprehensive configuration of supports and services.

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Essential Components of SPL

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Essential Components of SPL

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Leadership

SPL is a significant change that affects the entire educational system. Therefore, leadership is critical for effective implementation.

The collaborative approach applied at the state level to construct SPL guidance and support is equally as essential at district and school levels.

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LeadershipState

– Guidance Document– Self-assessment tools– Website providing professional development materials and resources

District– Developing leadership roles– Defining and communicating criteria used to make decisions– Providing professional development– Acquiring and disseminating relevant resources

School– Supporting team problem-solving– Developing a plan to strengthen essential components of SPL– Managing time and schedules to focus on identified needs

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LeadershipDistrict leadership teams…– Initially discuss and reach common understanding

about the essential components and supports needed locally, to effectively implement SPL;

– Establish a long term commitment of building capacity through providing knowledge, time and other resources;

– Work with school administrators to monitor and review implementation at the school level.

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LeadershipSchool leadership teams…– Reach common understanding of the purposes of

SPL and customize support for their students accordingly;

– Conduct self-assessments to focus strengthening the essential components of SPL within their school;

– Support collaborative problem-solving and relevant data collection and analysis

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School Climate and Culture

People in any healthy organization must have agreement on how to do things and what is worth doing.

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A positive school culture provides the foundation on which instruction will occur and all students will be engaged in learning.


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The core principles of the SPL framework embrace the impact of school culture upon student learning, and support the process of self-assessment. Tools are available to classify the type of culture existing in a school.

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A positive school culture exists when key elements of a positive school climate are solidly in place.

•Towards the goal of creating more positive school cultures, SPL also encourages self-assessment of school climate. It acknowledges the value in identifying relative areas of strength and need within each school setting.

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Positive school climate consists of three primary domains:

• Engagement• Safety• Environment

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SPL recognizes the following practices as positive supports to be established at the CORE level:

1. Defining and consistently teaching expectations

2. Acknowledging appropriate behaviors3. Applying inclusive collaboration to decision –

making4. Monitoring and correcting5. Using a culturally sensitive, solution-focused

approach

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Teams and Processes

A student who is highly supported by a team of teachers collaborating routinely for his/her learning success is far more likely to succeed.

High functioning professional learning communities (PLCs) support common goals, combining resources, sharing knowledge and determining the most effective use of staff and other resources.

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SPL supports the use of school teams to lead the examination of student work as well as other types of evidence of student performance as essential processes of informed decision-making.

It is important to remember that school teams leading implementation of SPL do not necessarily need to be new teams.

Teams and Processes

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Data / Evidence

CollaborativeConversations

CollectiveCommitment

Collective Efficacy

Instructional/EngagementChange

Kids See Their LearningIs Different/Better

“Student Sees Success”

Student SelfEfficacy

IMPACTSSTUDENT

ACADEMICSUCCESS

TRUST

Organizational Learning

Instructional Best Practices (CAI)

Psychology of Learning

Effective Professional Development

• Why?

• How?

• What?

• Peer Support

Effective Professional Development Component Knowledge Skill Transfer

• Why? Theory 10% 5% 0%

• How? Demonstration 30% 20% 0%

• What? Practice 60% 60% 5%

• Peer Support 95% 95% 95%

Data / Evidence

CollaborativeConversations

CollectiveCommitment

Collective Efficacy

Instructional/EngagementChange

Kids See Their LearningIs Different/Better

“Student Sees Success”

Student SelfEfficacy

IMPACTSSTUDENT

ACADEMICSUCCESS

TRUST

Organizational Learning

Instructional Best Practices (CAI)

Psychology of Learning

• What happens when we go directly here?

Family and Community Partnerships

Central to effective partnership is the recognition of shared responsibility and ownership of student challenges and successes.

An effective educational partnership that includes parents, families, students and community members is necessary to increase the success of students and schools.

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•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

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Assessments

SPL embraces effective and efficient use of assessments to drive instructional decision-making at the individual student, classroom and school levels.

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Assessments

Screening/Interim Assessments• Time frame: Occurs at the beginning , middle and end of the school

year• Students assessed: All students are screened through the process• Main purposes:

– Help teachers differentiate instruction based upon student performance

– Help teachers determine instructional groups– Help teachers determine if students are making adequate

progress through current instruction and if there is a need to change instruction

– Help teachers determine risk status of individual students– Help identify a need to use additional assessment processes

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Assessments

Formative/Classroom Assessments Processes• Time frame: Ongoing• Students assessed: All students• Main purposes:

– Help determine if students are meeting or exceeding grade level standards through current instruction and if there is a need to change instruction

– Help teachers differentiate instruction by relevant content, process and product

– Help teachers adjust the degree and type of scaffolding within a gradual release of responsibility

– Help students and teachers determine rate of growth

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Assessments

Progress Monitoring• Time frame: Determined by risk status• Students assessed: Students receiving TARGETED and

INTENSIVE Instruction• Main purposes:

– Help determine if students are making progress towards learning specific skills, processes or understandings through current instruction

– Inform school-wide action plans

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Assessments

Diagnostic Assessment• Time frame: As needed• Students assessed: Selected students (done when more

information is needed for program planning)• Main purposes:

– Help teachers adjust degree and type of scaffolding within a gradual release of responsibility

– Help teachers differentiate instruction by relevant content, process and product

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Assessments

Summative Assessments• Time frame: End of school year or end of course• Students assessed: All students• Main purpose(s):

– Gives school leaders and teachers feedback about the overall effectiveness of their programs

– Informs school-wide action plans– Provides a longitudinal view of curricular strengths

and weaknesses

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Assessments

“Large scale assessments are designed to give the system feedback so the system can learn; classroom assessment is designed to give individuals feedback so the individual can learn.” (Anne Davies)

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Curriculum and Instruction

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Improved

Student

Outcomes


High quality CORE instruction is the foundation of SPL. It is characterized by:

– High expectations for all students– Takes place in an academic environment that is safe, challenging,

engaging; allowing students to take academic risks without fear of failure.

All students need access to high quality CORE instruction.

Quality instruction at the CORE level requires a focus of personnel and resources as indicated by students’ needs.

CORE Instruction

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• 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

CORE Instruction

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The WV SPL framework suggests some type of universal screening for all students at the beginning of the school year. This screening should be brief and focus on important concepts that form the foundation for the year’s instruction.

Significant value is also seen in teachers, administrators and

building teams reviewing screening and progress monitoring data; utilizing a systematic process of discussing data so that effective adjustments to instruction can be made.

CORE Assessment

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The relevancy of the data used to drive instruction and scaffolding is a key consideration.

SPL acknowledges the value of informal assessments such as observations, checklists, rubrics, student work samples and student self-assessments in furnishing the teacher with valuable information and data, resulting in improved educational experiences for the student.

SPL also supports the use of performance tasks within instruction and as a means of demonstrating mastery of concepts and skills.

CORE Assessment

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TARGETED instruction providing additional support is triggered when a student’s progress in the regular classroom environment, despite strong commitment and high quality instruction at the CORE level, slows to below State-approved grade-level standards or exceeds State-approved grade-level standards.

TARGETED Support

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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

TARGETED Support

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The focus is on identifying the specific understandings and/or skills needing support and on discerning the most effective means for meeting a student’s needs.

Formative assessment processes are used by the teacher throughout TARGETED instruction. Classroom teachers use this information to adjust instruction within the flexible groups. Progress monitoring is systematically embedded within the TARGETED instruction.

TARGETED Assessment

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Discussions about student progress at the TARGETED level may or may not take place formally in problem-solving team meetings. Informal consideration and reflection occur as ongoing processes.

A student’s continued participation in TARGETED small group instruction is determined by the student’s needs and level of success, with the understanding SPL suggests movement to a more intense level of support not typically occur, before a student has a minimum of nine weeks of TARGETED support.

TARGETED Assessment

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INTENSIVE instructional support is designed for students whose progress, despite rich and meaningful instruction at the CORE and TARGETED levels, slows to below State-approved grade level standards, or significantly exceeds State-approved grade- level standards.

Instructional support at the INTENSIVE level focuses on individual needs as indicated by the assembled data from CORE and TARGETED instruction and additional data sources as needed.

INTENSIVE Support

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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.

INTENSIVE Support

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Because of the urgency at this level, the response to INTENSIVE level support is monitored every one to two weeks. Assessment provides information on how to meet the student’s needs and assists the teacher in developing meaningful feedback for students.

A variety of reliable assessments are available to monitor student needs. These may include, but are not limited to, informal reading inventories, interviews, observations and work samples. More formal diagnostic assessments may be given to get a more comprehensive look at the student’s strengths and areas of need.

INTENSIVE Assessment

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If a special education evaluation is being considered for the student, it is advisable for the teacher to meet with the school psychologist, prior to beginning the process, to identify necessary documentation and/or data to be collected during INTENSIVE instructional support.


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If a student is unable to progress to the TARGETED or CORE level after reasonable duration of high quality support at the INTENSIVE level, decisions are driven by useful and relevant assessment data discussed by the school team.

Recommendations and/or referrals are made after careful consideration of a collection of relevant data collected over time. Like assessment at the TARGETED level, the assessment processes used at the INTENSIVE level are relevant, balanced and may vary from student to student.


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Decision-Making in SPL

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Decision-Making Considerations in SPL

• Decision-making is the vehicle that drives SPL implementation through: – developing common understanding of key components and

processes, at every level (WVDE, districts, schools, classrooms)– self-assessment of needs and resources, at every level– training to cultivate new skills necessary to scale-out personalized

support for all students in WV

• As modeled by WVDE, each district and school will have a team that leads the utilization of relevant information and a defined, efficient decision-making process to give all students more opportunity to be successful.

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Definitions and Key ComponentsRich conversations about these words, in districts and schools, will draw

teams together, deepen understanding, and point to local aspects of support that need shifting.

• Problem-Solving Team• Problem-Solving Process• Progress Monitoring• Formative/Classroom Assessment• Gap Analysis• Scaffolding• Research-Based Instructional Practice• Data-Driven Decision-Making• Standard Treatment Protocol vs. Individual Problem-Solving

Approach

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The Problem-Solving Team

• Diverse representation and collegiality are essential elements of successful problem-solving teams.

• Team membership includes a core group of building staff; supplemented, as needs indicate, by specialists, consultants and district staff.

• Parents are active participants in many of the decisions made by teams within the SPL framework.

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The Problem-Solving Process

The problem-solving process within SPL is a structured format for defining students’ needs, analyzing possible reasons; leading to provision of the most effective instructional response.

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3. Develop a Plan

2. Analyze the Problem

4. Implement and Monitor the Plan

5. Evaluate and Adjust the Plan

1. Identify and Define Needs

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Essential Question: What is the problem?

Identify and Define the Needs

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Essential Question:

Why is this problem occurring?

Analyze the Problem

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Essential Question:

What are we going to do about it?

Develop a Plan

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Essential Question(s): • Who will provide the instruction and collect

the data?• When will the instruction occur and how

frequently will the data be collected?

Implement and Monitor the Plan

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Essential Question(s):

• Did it work?• What changes need to be made?

Evaluate and Adjust Plan

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Progress Monitoring

Progress monitoring is a process that involves collecting and analyzing data to determine student progress towards specific skills or general outcomes.

Monitoring student progress, through collection and analysis of data, is an effective way to determine if the instruction being delivered is meeting the needs of the student and contributes to the most appropriate instructional adjustments.

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Formative/Classroom Assessment

This is a process used by teachers and students during instruction that provides feedback for adjusting ongoing teaching and learning towards improving students’ achievement of intended instructional outcomes.

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Gap Analysis

Definition of a student’s performance and needs is considered within the context of standards. Decisions about the most appropriate adjustments to instruction are made in light of the gap between what the student can do and what he/she is expected to do.

The processes and tools used to measure and define the gap become more explicit and more consistent as a student’s level of support increases within the SPL framework.

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Scaffolding

Scaffolding is an instructional technique teachers use to provide students with the support they need to accomplish a task that initially is beyond their independent grasp. Inherent in this technique is the expectation that support will be gradually decreased; allowing the student to take progressively more responsibility.

Scaffolding can be provided in a variety of forms as needs indicate, including: modeling, guiding questions, additional opportunities for practice, a series of smaller tasks leading to a more complex task, and many others.

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A research-based instructional practice is one found to be reliable, trustworthy, and valid based on evidence to suggest that when the practice is used with a particular group of students, the students can be expected to make adequate gains in achievement. – Ongoing documentation and analysis of student outcomes

helps to define effective practice. – In the absence of evidence, the instruction must be

considered “best practice” based on available research and professional literature.

Research-based Instructional Practice

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Data-Driven Decision-Making

• Is a collective process designed to share common understandings of issues and events, using information from a variety of sources.

• Requires changes in the working culture of groups and is a collective learning cycle.

• Curriculum decisions, instruction scheduling and student groupings should all be accomplished through data-driven dialogue.

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Standard Treatment Protocol

A Standard Treatment Protocol is an instructional approach that typically: – provides intensive, short-term instructional supports– follows a specified script– has research to support its effectiveness– is most frequently used at the TARGETED or INTENSIVE levels with a

small group of students – uses materials that support the general education curriculum– includes progress monitoring that occurs at designated times to

determine the effectiveness of the intervention as well as indicate changes in grouping or curriculum

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Key Expectations of District Administrators:• Completing a District-Level Practice Profile• Recognizing and acknowledging current practices that are functions

of SPL • Providing practical models• Recognizing and vocalizing the relationship between SPL and

student achievement• Supporting professional development• Providing technology and other support that emerges through self-

assessment as critical to successful implementation

Roles and Expectations

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Key Expectations of School Administrators

• Identify the building team that will consistently participate in the process of identifying and ensuring the provision of SPL

• Lead school level self-assessment through the completion of the School-Level Practice Profile

• Participate in problem-solving team meetings at least monthly

• Dialogue with the problem-solving team, regularly• Flexibly manage schedules for students and teams

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Roles and ExpectationsKey Expectations of Teachers:• Self-assess through the use of a Classroom-Level Practice Profile• Identify students who are not making sufficient progress and adjust instruction

accordingly. • Utilize formative/classroom assessment and progress monitoring to determine

whether the instructional adjustments are working.• Communicate with parents regarding student progress.• Collect and discuss with colleagues student performance data, as well compare

the relative success of various options for grouping, differentiating and scaffolding. • Provide relevant information to the problem-solving team as necessary• Collaborate with designated consultants as appropriate• Participate in the problem-solving team meetings• Participate in the design and implementation of the customized instructional plan

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Key Expectations of Parents or Guardians:• Collaborate with teachers regarding their child’s

needs• Share information about their child and family, as

appropriate• Support student learning at home• Attend problem-solving team meetings and partner

in implementing the instructional plan and in progress monitoring

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Key roles within the Problem-Solving Teams: •School Administrator - Principal or SPL Designee•Meeting Facilitator•Recorder•Time Keeper•Provider(s) of customized instruction•Progress Monitor(s)•School Psychologist•School Counselors•School Social Workers•Specialists

The SPL guidance document provides description and bullets of key expectations and responsibilities for each of these critical roles in the SPL framework.

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Connecting the Pieces

ADHD via Other Health Impaired– Students who have a diagnosis of Attention Deficit/Hyperactivity

Disorder are not automatically eligible for special education.– Such students can be referred to the problem-solving team if they are

unsuccessful with the supports offered at the CORE level.– Eligibility for a 504 Plan may be considered. – If more intensive support is needed, special education eligibility can

considered.

To the greatest extent possible, SPL supports utilization of assessment data collected during TARGETED and INTENSIVE levels.


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Autism• Autism is a spectrum disorder with varying levels of involvement• Students with a medical diagnosis of autism are not automatically eligible

for special education• A student who is still struggling despite the support they are receiving at

the CORE level can be referred to the problem-solving team• More intense support may defined by a Section 504 Plan• Some students with this medical diagnosis may fall under the

considerations for those in the low incidence population• Eligibility for special education requires assessments that focus particular

attention on a student’s learning strengths in receptive and expressive language; supporting instruction that is offered in compatible presentation modes.


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Communication Disorders• Students with mild articulation and/or language concerns can

be supported through TARGETED and/or INTENSIVE instruction

• Students with significant speech-language impairments that cannot be corrected through short-term instruction with the speech-language pathologist or via consultation from the speech-language pathologist with the parent or classroom teacher can move to special education evaluation to determine eligibility


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Critical SkillsThe Critical Skills framework as defined by Policy 2512 supports

shared responsibility between general education, special education, Title I and ELL teachers for the learning outcomes of third and eighth grade students.

It serves as a prevention model to provide TARGETED and INTENSIVE instruction for those students identified as at-risk of academic challenges.

SPL incorporates and builds on the processes of Critical Skills.


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Emotional/Behavioral Disorder– Students who demonstrate significant behavior concerns at the CORE level are

first provided TARGETED support; progressing through the problem-solving team to more or less comprehensive levels of support, as needs indicate

– Students with a medical diagnosis of BD are not automatically eligible for special education

– If it becomes necessary to move to the Eligibility Committee , relevant data from TARGETED and INTENSIVE instruction will be utilized to the greatest extent possible and supplemented as needed by behavior observations and standardized behavior checklists – per the eligibility guidelines defined by Policy 2419

Efficiency, like this, is an outcome of a high-functioning SPL framework.


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English Language Learners– Early intervention model is essential to support

the needs of English Language Learners. – SPL provides students who have English language

acquisition needs with a configuration of supports managed through a problem-solving process that employs the skills and expertise of professionals throughout the system


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Gifted SPL accommodates the educational needs of gifted students

through the daily focus on high-quality instruction. • SPL supports pacing instruction to align with individual

experiences and needs• Instruction for gifted students may include different forms of

acceleration over time• Additionally, a variety of assessment processes can be used

to ensure the depth and complexity of instruction are adjusted in ways that support dynamic learning


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Students with Individualized Education Programs– SPL supports instruction for all students within

CORE, TARGETED and INTENSIVE levels.– The SPL framework provides a history of the level

and rate of learning that can be used as one component of a special education eligibility determination.


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Intellectual Disability– To properly determine whether a student has

significant cognitive concerns that are impacting his/her ability to be successful within CORE or TARGETED instruction, it will still be necessary to complete a comprehensive assessment (i.e., IQ, Adaptive, Achievement) and meet the eligibility criteria as identified by Policy 2419: Regulations for the Education of Students with Exceptionalities.


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Positive Behavior Interventions and Supports– Positive Behavior Interventions and Support is a school-

wide approach used to establish and maintain effective school environments that support academic achievement and promote positive behavioral outcomes.

– School climate strongly influences the level of functioning of the SPL framework

– PBIS is consistent with practices identified in the SPL framework for supporting student achievement and social competence


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Preschool• West Virginia’s Universal Pre-K Program is a highly collaborative effort

which includes public schools, federally funded Head Start, community-based, for-profit, not-for-profit and faith-based programs.

• This program depends on high levels of functioning in all areas of the SPL framework to include: – collaborative leadership– creating a positive culture to include parent and community

involvement– thoughtful allocation of resources– relevant assessment processes with an emphasis on early recognition– utilization of a problem-solving process, and relevant professional

development


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Students with Severe and Low Incidence Disabilities – Severe medical, physical, or intellectual disabilities

may be referred directly for special education evaluation.

– Students with vision and hearing impairment may be referred directly for special education evaluation.


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Students with Specific Learning Disability– SPL is not an evaluation for special education, but it

contributes a history of evidence for consideration in determining eligibility

– Students not responsive to TARGETED and INTENSIVE instruction may be eligible for special education services


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Specific Learning Disability

Achievement gap between students with LD and students without LD.

The State of Learning Disabilities, 2011

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Title I– May operate one of two different types of

programs• Title I School-wide or• Title I Targeted Assistance

– Both programs support implementation of SPL, but in different ways.


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Title I – School-Wide Programs– Primary goal is to ensure all students, particularly those who are low-

achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards.

– Require an ongoing, comprehensive plan for school improvement owned by the entire school community and tailored to its unique needs

– Progress monitoring, participation in the collaborative team work, TARGETED and INTENSIVE instruction is allowable as long as they are addressed in the Title I school-wide plan and justified through the school’s needs assessment.



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Title I – Targeted Programs– Funds may be used to provide services for eligible students,

identified as having the greatest need for special assistance– Services to eligible students may be provided in the regular

classroom or may be provided in a “pullout” setting on a limited basis

– Primary consideration is given to providing• Extended learning time • Acceleration• Supplemental instruction



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21st Century Community Learning Center Program• Provides, through community learning centers, academic

enrichment opportunities during non-school hours for students, particularly for those who attend high-poverty and low-performing schools

• Support services include a broad array of enrichment activities that complement the regular school program with a focus on ELA and mathematics; and offers literacy and other educational services to the families of participating students


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Frequently Asked Questions

• WHO PROVIDES THE SUPPORT?

• HOW DO STUDENTS MOVE BETWEEN CORE, TARGETED AND INTENSIVE LEVELS?

• WHAT DOCUMENTATION IS USED WITH THE SPL FRAMEWORK?

• HOW DOES A PROBLEM-SOLVING TEAM DIFFER FROM AN ELIGIBILITY COMMITTEE?

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Glossary

Common language is an essential element of

community endeavor.

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• Council of Chief State School Officers (CCSSO)• Formative Assessment for Students and Teachers (FAST)• Policy 4373: Expected Behavior in Safe and Supportive Schools• Policy 2419: Regulations for the Education of Students with Exceptionalities and Guidelines for Identifying

Students with Specific Learning Disabilities, WVDE. • Policy 2510: Assuring Quality of Education: Regulations for Education Programs• Policy 2512: Instructional Supports for Third and Eighth Grade Students To Achieve Critical Skills• Response to Intervention (RTI) A Practitioner’s Guide to Implementation prepared by Colorado Department

of Education, 2008.• Response To Intervention-Idaho: Connecting the Pieces, prepared by the Idaho State Department of

Education, June 2009.• State Collaborative on Assessment and Student Standards (SCASS)• The Student Assistance Team and the Three-Tier Model of Student Intervention: A Guidance and Resource

Manual for New Mexico’s Response to Intervention (RTI) Framework prepared by the New Mexico Public Education Department, Fall 2009.

• West Virginia Response to Intervention: An Implementation and Technical Assistance Guide for Districts and Schools, October 2006.

• Whisman, S.A. (2012). The West Virginia School Climate Index: A measure of school engagement, safety and environment. Charleston, WV: Author, Division of Curriculum and Instructional Services, Office of Research.

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References

Resources• CCSSO FAST SCASS h

ttp://ccsso.org/Resources/Programs/Formative_Assessment_for_Students_and_Teachers_(FAST).html

• Council for Exceptional Children at http://www.cec.sped.org• Easy CBM at http://www.easycbm.com/• Chart dog at http://www.interventioncentral.org/tools/chart_dog_graph_maker• Florida Center for Reading Research at www.fcrr.org• Intervention Central website at www.interventioncentral.org• OSEP Center on Positive Interventions and Behavioral Supports at http://www.pbis.org/• Teach 21 at http://wvde.state.wv.us/teach21/• The Center on Instruction at www.centeroninstruction.org• The National Center on RTI at www.rti4success.org• The RTI Action Network at www.rtinetwork.org• The What Works Clearinghouse at http://IES.ed.gov/ncee/wwc/

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http://ccsso.org/Resources/Programs/Formative_Assessment_for_Students_and_Teachers_(FAST).html



http://www.cec.sped.org/

http://www.easycbm.com/

http://www.interventioncentral.org/tools/chart_dog_graph_maker

http://www.fcrr.org/

http://www.interventioncentral.org/

http://www.pbis.org/

http://wvde.state.wv.us/teach21/

http://www.centeroninstruction.org/

http://www.rti4success.org/

http://www.rtinetwork.org/

http://ies.ed.gov/ncee/wwc/

Acknowledgements

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Guidance for West Virginia Schools and Districts

Documents

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