Closing the Gaps for ALL Subgroups

1. Closing the Gaps for ALL Subgroups 2012-2013 Building Leadership Series October 18, 2012 Presented by: Laurie Langenfeld, SST-9 Special Education Consultant Dana Weber, SCESC English Language Learner & Gifted Educational Consultant

2. Guiding Questions • What effect will Ohio’s ESEA Waiver have on classrooms? • How can the achievement gap in reading and math be narrowed? • What is the importance of “Specially Designed Instruction” in the IEP, or the Written Goal on the WEP, or the modifications necessary for ELLs to access content? • What are the “Extended Standards”? • How do educators raise the bar for ALL students?

3. Ohio’s ESEA Waiver • May 29, 2012-Waiver was approved by the Federal Government • The approval means Ohio is no longer subject to many elements of the 2001 No Child Left Behind (NCLB) Act, including the Adequate Yearly Progress requirement. • Instead, Ohio will move to a rigorous new system of rating schools while maintaining aggressive goals to cut performance gaps between student sub-groups.

4. Ohio’s ESEA Waiver Ohio’s proposal includes: • Implementation of rigorous standards, assessments and principal and teacher evaluations; • Replacement of the AYP measure, which had the unrealistic goal of 100 percent proficiency for reading and mathematics for every student in every demographic group. The new measures include rigorous, but realistic, objectives that aim to cut the achievement gap in reading and mathematics by half over six years, while requiring higher performance for all students.

12. 5th Grade Reading OAA, Percentage at the Advanced Performance Level

13. 5th Grade Math OAA, Percentage at the Advanced Performance Level

14. Performance Indicator Level of Services Provided to Gifted Students • The number and percentage of students identified as being gifted in any of the seven types • The percentage of students identified as being gifted who are receiving services • The percentage of students receiving services as a percentage of the total student population Performance of Gifted Students-Reading • The percentage of students who are identified as being superior cognitive gifted or gifted in reading whose scores fall into each performance level on the reading OAA or OGT Performance of Gifted Students-Mathematics • The percentage of students who are identified as being superior cognitive gifted or gifted in mathematics whose scores fall into each performance level on the mathematics OAA or OGT

15. What Contributed to the Gaps? • Remediation services or ELL pull-outs functioned to replace core instruction, which meant that a student received different instruction than his/her peers. • This often increased gaps in the student’s achievement levels as compared to his/her peers. • Even if learning reflected progress, it was often at the same rate as peers; the gap was maintained. • As native English speakers make gains each year, ELLs need to make the same gains while simultaneously learning the English language. • Gifted students who were not serviced in their area of identification performed at significantly lower rates than those students who were serviced. Jodi O’Meara, 2011

16. Closing the Gap Raise expectations 40+ point performance gaps unacceptable

17. How do we Shrink the Gap? Accelerate! Anticipate!

18. Shrinking the Gap • A student will be able to achieve more if strategic, systematic research-based supports and services are in place and matched to the learner’s needs. • For Students with Disabilities (SWD) the Individualized Education Program (IEP) contains “Specially Designed Instruction” which should identify all the types of supports and services that will support the student’s acquisition of the goals listed in the IEP. • There is no state specified document to list the accommodations and modifications that English Language Learners (ELLs) must have in order to access the content being taught other than the allowable accommodations as listed in the State Test Rules Book • For Students identified as Gifted and Talented, the Written Education Plan (WEP) identifies goals the student should be working toward in his or her classes.

19. Shrinking the Gap (SWD) • Specially Designed Instruction should ensure access of the child to the general education curriculum so the child can meet the educational standards that apply to all children! • See edresourcesohio.org for 3 IEPs on GPS-IEP link ( TJ, KD and Michael)

20. Shrinking the Gap (ELL) • Intentionally planned modifications in Instruction will allow the student to access the curriculum so the student can meet the educational standards that apply to all children! • Modifications may be made to the content of instruction, the language of oral instruction, the language of written instruction, the techniques of instruction, and techniques of assessment.

21. Shrinking the Gap (GT) • Learning Goals specific to the student’s needs and differentiated instruction should ensure that the student can take the curriculum to deeper levels so the student is able to keep learning and growing beyond their current level.

22. New Academic Content Standards

23. Ohio’s New Learning Standards • English language arts • Mathematics • Science • Social Studies • Physical Education • Fine Arts • World Languages • Financial Literacy • Entrepreneurship • Business Education Ohio-Developed Standards

24. Common Core and State New Learning Standards Reflect New Features: New Focus: • Fewer, clearer, and higher • Internationally benchmarked • An aligned model curriculum • College and career readiness • Content and skills • Coherence, focus, rigor

25. Attributes of the CCSS: English Language Arts • Shift in emphasis from fiction to nonfiction in reading and writing. • Focus on close analysis of texts with evidence to back up claims and conclusions. • Emphasis in teaching literacy skills in and through history/social studies, science, and technical content areas. Based on Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

26. All Teachers are READING Teachers! • Phonemic Awareness • Phonics • Fluency • Academic Vocabulary • Comprehension Strategies • Content specific writing styles

27. Ohio’s NLS Three Common Instructional Shifts • Build a deep understanding of content and effectively apply learning within and across disciplines. • Craft responses based on evidence including: demonstrate understanding, explain reasoning, and/or justifya position. • Use technology appropriately, strategically and ethically in academic and real-world settings.

28. Common Instructional Shifts Rigor, Relevance, and Relationships • Promote a progression and sophistication of skills • Applicable to academic and real-world environments • Foster collaboration and connections across disciplines How do these shifts advance the learner of all students including gifted, students with disabilities and English language learner?

29. Ohio’s Academic Content Standards- Extended • Provide means for students with the most significant cognitive disabilities toaccess these new, more rigorous standards. • Assist educators in targeting differentiation strategies to help all students. • www.ode.state.oh.us Keyword search: Ohio’s Academic Content Standards-Extended

30. Ohio’s Academic Content Standards- Extended • “ The extended standards help to ensure that students with significant cognitive disabilities receive access to multiple means of learning and opportunities to demonstrate knowledge, but retain the high expectations of the Common Core and State Revised Standards ESEA Flexibility Waiver, p. 34

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34. So, what does this reveal about OHIO’s SWD data? • of the identified children with disabilities in Ohio, more than 80% have average to above average intelligence

35. The Reality Is… • Too often instruction (for most SWD, and ELLs, & GT) is overwhelmingly focused on low level skills.

36. Discussion Question • What percentage of teachers and/or other staff members in your building assume that students identified as “SPECIAL ED” have below-average general intelligence capacity?

37. Understanding the Basics of Special Education Special education is not a separate program or place. RESOURCE ROOM

38. From Melody Musgrove, Director of Office of Special Education Programs, USDOE, 2011 Ohio Special Education Leadership Conference “Special Ed was never designed to be a place. It was meant to be specially designed instruction.”

39. From Reaction to Prevention If we continue to pull out for instruction and intensive intervention We will NEVER develop the Capacity of ALL Teachers Resulting in More and MORE Segregation As we have not shared our own EXPERTISE

40. IMAGINE THE POSSIBILITIES…. • All staff are expected to teach ALL students. • All staff are experts in teaching reading. • All staff are considered to be experts in the knowledge and skills to teach a range of student needs. • All staff support all students with and without labels in flexible learning communities.

41. “Shore Up” Core Instruction All Students Receive: • District curriculum that is research-based and aligned to the Ohio New Learning Standards • Curriculum-based measures and assessments for screening, diagnostic and continuous progress monitoring • Differentiated instruction designed to meet the broad range of needs

42. Initiatives and Instructional Strategies • Early Learning and School Readiness • Differentiated Instruction • Universal Design for Learning (UDL) • ALL Teachers are Reading Teachers! • Response to Intervention (RtI) • Collaboration and Teamwork • Special Ed Teacher as Consultant • TESOL Teacher as Consultant • Gifted Intervention Specialist as Consultant • Content “Experts” • Co-Teaching • Paraprofessionals • An Inclusive Community-All Hands On Deck

43. Early Learning and School Readiness Early Learning-Primary Assessment Data Workbook – The Data Workbook was developed by the OEL&SR to assist school and or district leadership in collecting data/evidence from early childhood education and child care programs that would be useful in determining strategies to: • help children enter into kindergarten ready for success; • develop early identification and intervention services; and • create better pathways from early childhood education to kindergarten.

44. Early Learning and School Readiness • Early Learning Program Guidelines (ELPG) – Developed as a framework for preschool and child care programs to better meet the educational needs of children. They serve as the foundation for all programs funded through the Ohio Department of Education (ODE) and the OEL&SR.

45. Universal Design for Learning (UDL) UDL is an approach to learning that recommends the use of flexible instructional materials, techniques and strategies to meet diverse student needs. A universally designed curriculum is shaped from the outset to meet the needs of the greatest number of users, making costly, time-consuming and after-the-fact changes to the curriculum unnecessary. The three guiding principles of UDL are: multiple means of representation, multiple means of action and expression and multiple means of engagement (National Center on UDL,2009).

46. Implementing the Instructional Shifts with Diverse Learners Key Components of Universal Design for Learning(UDL): • multiple means of representation • multiple means of action and expression; • multiple means of engagement http://www.youtube.com/watch?v=bDvKnY0g6e4&feature=related • http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDefaultPage.aspx?page=1

48. Ohio’s New Learning Standards: Shift #1 Universal Design for Learning Elementary Example (Gifted) UDL Principle #3: Multiple means of engagement: tap individual learners' interests, challenge them appropriately and motivate them to learn. • Design a You-Tube video synopsis that focuses on the themes of redemption and justice found in the book, The Secret Garden.

49. Ohio’s New Learning Standards: Shift #2 Universal Design for Learning Middle School Example(ELL) UDL Principle #2: Multiple Means of Action and Expression: Provide options for students to demonstrate what they have learned. • Work with partner to conduct survey of students and staff on the number of siblings they have • Create and present graphs showing the results of the survey (using words such as mode, mean, median)

50. Ohio’s New Learning Standards: Shift #3 Universal Design for Learning Example UDL Principle #1: Multiple means of representation: provide students various ways of acquiring information and knowledge. • Students with disabilities use SmartDrive Technology: • http://www.newsnet5.com/dpp/news/local_news/smartdrive-technology-helps-students-with-disabilities?CMP=201209_emailshare