Summit County’s Summit County’s Changing DemographicsChanging Demographics

1990 2000 2008

Hispanic Population 326 2,406 4,207

Total County Population

15,518 29,736 36,100

Hispanics as percent of county population

2% 8% 12%

This represents a 638% increase in the Hispanic population since 1990

Changing Changing Demographics…Demographics…

Are we happy with our Are we happy with our data?data?

District-wide (3rd- 5th grade) proficiency rate: 91%

Disaggregated data 2009 proficiency rates by subgroup:

Caucasian= 95% LEP= 55% Sped= 67%

Why?Why?

Core Literacy Instruction varied widely from school to school and even from classroom to classroom within a school

School Improvement Plans and District Goals were not in alignment

Competing Initiatives and Goals

Coordinated and focused Coordinated and focused effortsefforts

Initiated bi-weekly meetings including Curriculum, Student Services, and Elem Principals to formulate a plan (ongoing to implement the plan) Plan presented to the school board Created “us” instead of “them”

Where to start?Where to start?

Tier 1 Instruction (Language Arts)

80% proficient? Not by subgroup 2009 proficiency rates by subgroup:

Caucasian= 95% LEP= 55% Sped= 67%

Role of support personnel (Reading Specialists, ELL, Coaches, Special Education Teachers)

This highlighted that we weren’t

teaching ALL students

The mentality had to shift so that all students

were seen as first the responsibility of

the grade level team

Tier 1 InstructionTier 1 Instruction

Comprehensive SIOP (Sheltered Instruction Observation Protocol) PD for every elementary staff member One Friday afternoon per month mandatory training

Comprehensive SIOP PD for every district administrator and coach Admin focus-accountability, coaching focus-support

SIOP Model teacher cohort established 20 teachers, in-depth training and coaching on the

model

Comprehensive SIOP PD for every secondary staff member later

Tier 1 InstructionTier 1 Instruction

Data collection system created (Student Detail Report)

Mandatory weekly grade-level tiered instruction meetings Involved only grade level team to begin with Shift from Sped Evaluation to problem solving and interventions

Response to Intervention decision making for interventions as well as LD eligibility.

Superintendent/cabinet weekly school visits

Latinos in Action at PCHS and TMIS Trained to provide tutoring in reading and math at Title I

elementary schools

2010-11: New Language Arts Core and 180 minutes of LA instruction (doubled)

Tiers 2 and 3Tiers 2 and 3

The problem with available interventions and the problem solving model

Standard Protocol Committee: Early Steps and Next Steps- Grades 1-3 Reading Mastery- Grades K, 4, 5 Language!- Grades 4 & 5 intensive- 90 min/day

Some interventions require missing specialists

Tiers 2 & 3Tiers 2 & 3

After School Program

6-week Summer School

Family Literacy Classes

Preschool

Our Results…Our Results…

Where are we now?Where are we now?

2009 proficiency rates by subgroup: Caucasian= 95% LEP= 55% Sped= 67%

2010 rates Caucasian= 96% LEP= 59% Sped= 69%

Other ResultsOther Results

Shift in “my students/your students” mentality

Fewer initiatives being implemented more thoroughly School Improvement plans are now aligned and

consistent

Fewer LD referrals to special education

Initial Referrals to Initial Referrals to Special EducationSpecial Education

Student Detail ReportStudent Detail Report

What we’ve learnedWhat we’ve learned

Critical Pieces: Leadership buy-in/support is critical school board-

building principals Required participation and implementation Accountability for administrators as well as

teachers

The role of the building principal is critical

Coaches and model SIOP teachers provide the support necessary to ensure continued growth in our ability to teach ALL students.

What we’ve learnedWhat we’ve learned

Scheduling

Getting interventions started earlier in the school year

Ordering new materials

Dibels Next

Meeting protocol developing- current kids of concern and discussion about tiers 1 and 2.