Closing the Achievement Gap on Students With Disabilities

1. Closing the Achievement Gapon Students With Disabilities A Panel Discussion Facilitator: Mike BayerSCESC Curriculum Director Panel Teams: Jackson Local Fairless Local

2. Why study the study the achievement gap for Students With Disabilities (SWD)? • Meeting the needs of ALL students • Looking at the gaps of SWD and how it relates to gaps for all subgroups • Understanding the impact of value-added growth for each group • Examining districts who have reduced SWD gaps

3. Reviewing the Data • Reading and Math achievement data from 2012-13 (Ohio & District) Gap data for SDW • Least Restrictive Environment (LRE)

4. Achievement Data-Statewide Achievement gap trend in Reading Statewide Reading Gap: 31.3%

5. Achievement Data-Statewide Achievement gap trend in Math Statewide Math Gap: 34.5%

6. Reviewing the Data…….Least RestrictiveEnvironment(LRE) • SWD educated inside the regular classes 80% or more of the day • SWD Target 62.3% • Data included in the SPP (State Performance Profile) provided to superintendents and special education directors

7. Reviewing the Data Identified the Top Two DistrictsBased on Gap Closure in Reading and Math& LRE

8. Reflection Tool • Infrastructure? • School organization? • Defining principles? • Instructional Strategies? • External Supports? • What are the similarities & differences between the practices of these 2 districts? • How can their practices impact your district/building practices to reduce achievement gaps?

9. Each Team will have approximately 30 minutes to share their story • Panel Discussion to reflect on their practices • Finally, your turn to ask the panel questions Panel Format

10. Fairless Local Schools ...Building the Future One Child at a Time!

11. “It’s a Marathon…. NOT a Sprint”

12. District Data

13. District Report Cards

14. District Report Card

15. Reading Data

16. Reading Data 93.3% 67.8% 25.5% Gap

17. Math Data

18. Math Data 95.1% 71.3% 23.8% Gap

19. District Initiatives Cultural Change Inclusion / LRE Gap Closing Measures

20. Cultural Change • High Expectations – Leaders, Teachers, Students • Book Studies / Research • Belief System • New Buildings • School / Community Pride • Consistency • OIP / PBIS

21. Inclusion / LRE 7 Year Initiative Least Restrictive Environment (LRE) Team Teaching – ownership of ALL students Access to the Curriculum RTI “Inclusion started as a good idea with awkward Implementation. Now we have inclusion teams that honestly believe that we are more effective together than we ever were apart.” - Jamie Askren (5th Grade intervention Specialist)

22. Gap Closing Measures CARE team Fairless Helping Fairless Solid Core Programs Extended Day Learning Reading Endorsement Cohort Creative Scheduling Paraprofessionals/Tutors

23. “I run because long after my footprints fade away, maybe I will have inspired a few to reject the easy path, hit the trails, put one foot in front of the other, and come to the same conclusion I did: I run because it always takes me where I want to go”. - Dean Karnazes THANK YOU FOR ALLOWING US TO SHARE!

24. Changes in Education PARCC

25. Changes in Education OTES

26. Changes in Education OPES

27. Changes in Education SLOs

28. Changes in Education Third Grade Guarantee

29. Changes in Education Ohio’s New Learning Standards

30. Changes in Education School & District Report Cards

31. Changes in Education Resident Educator

32. Changes in Education KRA

33. Changes in Education Next Generation Assessments

34. “I run because long after my footprints fade away, maybe I will have inspired a few to reject the easy path, hit the trails, put one foot in front of the other, and come to the same conclusion I did: I run because it always takes me where I want to go”. - Dean Karnazes THANK YOU FOR ALLOWING US TO SHARE!

35. Our Closing the Gap Journey

38. The Major Influences • Ohio Improvement Process (OIP) • Response to Intervention (RTI) • Solon Study • District Achievement Goal • Third Grade Guarantee • New State Report Card

40. Ohio Improvement Process • DLT, BLT and TBT • Review and Analyze Data • Research Based Interventions • What are they? • Implement • Monitor progress • Are the tools aligned to the intervention? • What is the data telling us? • Share among buildings and discuss as a district

42. Solon Study • No New Instruction • Data Warehouse • Common Data and Data Analysis • Regularly scheduled TBTs • Small Group Instruction Initiative

44. District Achievement Goal • POLAR Time/Double Dose • For all students • Evolved Title I program • Targeted Students • Report Card Indicators • District Assessments • Testing Werks • Common Assessments Info Entered • Cohorts Created • TBTs • Review Data and Regroup Students • Master Schedule The Main Thing...

46. RTI - Elementary • Tier 1 Instruction • Common Core and CLC Maps • Instructional Framework - ELA • Go Math - G4 and G5 • Technology Classes and Integration • Tier 2 and 3 Interventions • Triggers for Tiers • Research Based • Progress Monitoring • Universal Screeners • Academic VS Behavior

47. RTI - MS/HS • Margaret Searle • Develop expert teachers • Instructional Coaches Training • 5 Whys Deep • The Learning Center (TLC) • Executive Function Training • Shifting of Intervention Specialists Role • Double Dose lessons in ELA and Math (vocab)

49. State Initiatives • Third Grade Reading Guarantee • New State Report Card Indicators • Gifted, Graduation, K-2 Literacy, Gap Closure