summit county’s changing demographics 199020002008 hispanic population3262,4064,207 total county...
TRANSCRIPT
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.