Gap Closing Instruction in Action Presented by Jessica Harding, 8th Grade Teacher and Vince Lindsey, Principal Massillon Junior High School November 17, 2016

Origins Situation: Addressing the issue of closing the achievement gap in Mathematics between non-identified students and students with disabilities. First Several Years: All the students with disabilities that were assigned on Mr. Reed’s caseload, received specially designed instruction in a full inclusion classroom. One Gen Ed Teacher (Harding) and one IS (Reed). Last Year: Branched out to include 2 Gen Ed Teachers and one IS 2016-2017: Our model has expanded to include 4 Gen Ed classrooms and one IS.

Overall 8th Grade We (4 Gen Ed, 2 IS) serve… 300 total 8th grade students in a full inclusion setting (no resource room pull-out) 17% are identified as SWD - ID (CD), LD, ED, MD, Autism, OHI... 4% have 504 plans 2% are ELL/ESOL These students are spread among 12 80-minute math classes: Pre-Algebra, Algebra 1, Geometry

Our Students We (2 Gen Ed, 1 IS) serve… 130 total 8th grade students in a full inclusion setting (no resource room pull-out) 25% are identified as SWD - ID (CD), LD, ED, MD, Autism, OHI, ... 3% have 504 plans 1% are ELL/ESOL These students are spread among 5 80-minute Pre-Algebra classes.

maintained or improved their performance level from 7th grade PARCC How is it working for our students? Exponent (EE.1) Pre-Data Post-Data All Students - 33% All Students - 65% +32% SWD - 8% SWD - 56% +48% Gap = 25% Gap = 9% Angle Relationships (G.5) Pre-Data Post-Data All Students - 36% All Students - 78% +42% SWD - 19% SWD - 75% +56% Gap = 17% Gap = 3% AIR Results Spring 2016 (Ohio’s State Assessment) Non-Identified Students: 59% SWD: 73% maintained or improved their performance level from 7th grade PARCC

Our Planning Time Previous Years -No common planning time, so we met for 1-2 hours outside of school hours each week (am or pm) 2015-2016 and 2016-2017 -Complete 8th grade math TBT meets three days each week for 40 minutes -Our mini-TBT meets two to three days each week for an additional 40 minutes

How do we begin to co-plan to co-serve? What standard(s) will we be teaching the following week? What are the key element(s) of those standards? What are the “must-knows” by the end of the week? Where is each student toward mastering those “must-knows”?

Our Typical Daily Classroom Plan Warm-Up (5-10 minutes) Instruction (10 minutes) Practice (10-15 minutes) Q&A/Progress Monitoring (5 minutes) Re-Arrange This gives us the flexibility to group, combine classes, tier activities, work one-on-one, pair, etc.

A Recent Lesson... Topic: Scatter Plots and Trend Lines Goal: All students will construct and interpret scatter plots, fit a trend line, and write the equation of the trend line in y=mx+b, interpreting slope and intercept. 8.SP.1,2,3 Timeline: 5 days Pre-Data: 59% All students at or above mastery 32% SWD at or above mastery Gap = 27%

Days 1 and 2 *Followed the typical plan, with high-interest activities involving celebrities, fast food, and real data *Worked whole group briefly, pairs, and One-on-one *Collected student mastery data throughout

Days 3,4,5 *Students completed one of three activities: Monopoly Task (Level 1) Real-World Data Task (Level 2) What Would You Sell? PBL Task (Level 3) *Day 5 included a gallery walk with the combined classes sharing their findings for the tasks

Post-Data: 80% All students at or above mastery +21% 76% SWD at or above mastery +44% Gap: 4% (-23%)

Creating Groups *Our groups are always mixed and based on data - SWD are not automatically in the lowest group when we tier/level *We use a variety of methods to create groups - mixed readiness, levels, tiers, etc. - based on the data we collect. *Often, we create groups by combining students from both classes and use all of our resources to work with students where they are.

AIR Review Rotations

AIR Review Rotations - The Groups

Kirby’s Daily Schedule (2016-2017) Block 1 (80 minutes) - Travel between Harding and Ruffner classrooms while co-teaching Block 2 (80 minutes) - Travel between Harding and Enrichment Time - 25 minutes (focus on IEP goals, intervention) Block 3 (80 minutes) - Co-teach an ELA class

Barriers to Success *Adult Resistance *Student’s Prior Knowledge *Time *Student Insecurity *Resources *Adult Prior Knowledge

Describe Pre-Algebra in 2 words

Questions? Contact Us! Jessica Harding jharding@massillonschools.org Vince Lindsey vlindsey@massillonschools.org