1. Curriculum Analysis and Development Project Holly Cronin

2. Demographics of Monroe  Age  Race  Education  Economics The data used was collected from the U.S. Census Bureau http://quickfacts.census.gov/qfd/states/39/3951310.html

3. Demographics-Age Monroe, OH OHI O  34.8%  50.9%  14.3%  51.2%  48.8%  29.9%  56%  14.1%  51.2%  48.8% Persons under 18 years………... Persons 18-64 years…………… Persons 65 years and over……. Female Persons………………… Male Persons…………………….

4. Demographics-Race Monroe, OH OHIO  92.6%  3.7%  0.2%  1.7%  1.8%  82.7%  12.2%  0.2%  1.7%  3.1% White…………………………………… African American……………………… American Indian or Alaskan Native…. Asian…………………………………… Hispanic or Latino……………………..

5. Demographics-Education Monroe, OH OHIO  94%  29.2%  87.4%  24.1% High School Graduates……….. Bachelor’s Degree or higher…..

6. Demographics-Economics Monroe, OH OHIO  $68,665  5.2%  $47,358  14.2% Median Household Income...... Persons below poverty level....

7. Demographics at School Monroe Elementary Students Monroe Elementary Teachers  Students with Disabilities………12.3%  Economically Disadvantaged….30.7%  Limited English Proficient………….4.0%  White…………….85.4%  African American...5.1%  Hispanic…………..4.1%  Bachelor’s Degree.................100%  Master’s Degree..61.7%  Female Teachers…91%  Male Teachers…….. 9%  White……………100%

8. ODE State Report Card Data

9. Analysis  Figures do not match up with economically disadvantaged.  The special education students did not meet AYP in reading.  What professional development needs to occur in the school in order for special education students to succeed?

10. Solutions The importance of collaboration…  Integrate reading comprehension strategies across all subjects.  Same standard of IEP meetings across all grade levels- Increase Parent Engagement  Co-teaching strategies

11. Integrating Reading Comprehension Strategies Across All Subjects WHY  When students apply relevant reading strategies within different subject areas they not only broaden their knowledge about the content but they also “foster reading habits that can last a lifetime” (Fang 2008).  Research has found that “when compared with demographically similar peers, students in the integration model displayed significantly greater achievement in reading” (Fang, 2008).  “Increases students’ reading engagement and reading comprehension” (Fang, 2008).

12. Integrating Reading Comprehension Strategies Across All Subjects HOW Concept-Oriented reading Instruction Program This includes:  One reading strategy lesson in all subjects once a week for 15- 20 minutes  At home reading of a trade book per week (Home-School Reading Program)  Professional development workshops and monthly meetings for collaboration. With professional development in place, by the end of the school year, teachers who are uncertified in teaching reading strategies should feel more confident implementing them without as much dependence on the reading teachers.

13. Integrating Reading Comprehension Strategies Across All Subjects ANALYSIS  Teachers’ summary reflections paper (conducted at monthly collaboration meeting)  Classroom Observations  Surveys  Special Education students meet AYP for the 2011-2012 school year.

14. IEP Meeting Standards-Increase Parent Engagment WHY  “Family involvement is a great predictor of growth and well-being for these [special education] students” (Edwards, 2012).  “Family involvement in the education of students with disabilities have a significant effect on students’ development” (Edwards, 2012).

15. IEP Meeting Standards-Increase Parent Engagment HOW  Develop 5 Point Plan as standard of IEP meeting and communication/collaboration with parents of all students. 1. Be positive, proactive and solution oriented 2. Respect families’ roles and cultural backgrounds in their children’s lives 3. Communicate consistently, listen to families’ concerns and work together 4. Consider simple, natural supports that meet individual needs of students 5. Empower families with knowledge and opportunities for involvement in the context of students’ global needs

16. IEP Meeting Standards-Increase Parent Engagement HOW Examples  All teachers should send home a get to know you sheet filled out by parents in the beginning of the year. Include learning disability information and accomodations provided at home.  Create a team of (general and special education teachers, guidance counselor, school psychologist and Butler County Success Liaison) to compile a list of resources in Monroe for parents.

17. IEP Meeting Standards-Increase Parent Engagement ANALYSIS  Surveys from teachers and parents  Increased attendance percentage of parents at special education meetings.

18. Co-teaching Strategies WHY  Provides differentiated instruction for all students  “Teachers can provide more integrated services for all students not just those identified with learning needs.”  “Teachers are able to reflect through dialogue with co- teachers about their instructional practice” (Sofo, 2008). http://www.youtube.com/watch?v=r5kxv69N- MY&feature=related

19. Co-Teaching Strategies HOW  Set aside large blocks of time-Time for special education teachers and general education teachers (2-3 hours a month is recommended).  During this meeting time, general and special education teachers should discuss: classroom management, assessments, lessons and modifications that will be implemented  Professional Development so that meeting time will be effective

20. Co-Teaching Analysis of Implementation Co-Teaching Rating Scale General and Special Education Teachers will complete the following Rating Scale to determine the effectiveness of their co-teaching.

21. Citations Edwards, C. C., & Da Fonte, A. (2012). The 5-Point Plan: Fostering Successful Partnerships with Families of Students with Disabilities. Teaching Exceptional Children, 6-13. Fang, Z. (2008). Integrating Reading into Middle School Science: What we did, found and learned. International Journal of Science Education, 2067-2089. Gately, S. E., & Gately, F. J. (2001). Understanding Co-Teaching Components. Teaching Exceptional Children, 40-47. Sofo, R. (2008). Beyond NCLB and AYP: One Superintendent's Experience of School District Reform. Voices Inside Schools, 391-409. Stivers, J. (2008). Strengthen Your Coteaching Relationship. Intervention in School and Clinic, 121-125.