When everyone succeeds: closing the achievement gap
Date
2021
Authors
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Journal ISSN
Volume Title
Publisher
University of Delaware
Abstract
At W.B. Simpson, there is a growing achievement gap between students with and students without disabilities. W.B. Simpson is a rural school located in central Delaware in the small town of Wyomin. W.B. Simpson has approximately 620 students in grades 1-5. Approximately 13% of the school population is classified as students with disabilities. Approximately 33% of the school population is considered to be low-income, classifying Simpson as a Title I school. The racial and ethnic distributions include 60% White or Caucasian, 20% African American or Black, 9% Hispanic or Latino and about 9% Multi-Racial. Throughout the years, several instructional strategies and methods have been implemented to mitigate this achievement gap including curricular, assessment and structural changes. However, concurrently, the referrals for special education are increasing and teacher retention has been difficult, skewing the process of change. The purpose of this Educational Leadership Portfolio is to determine if current instructional strategies/methods being used are supported by research and/or show promise for reducing the achievement gap. Using a mixed-methods study, I conducted a review of research and current practices that would inform my improvement plan. ☐ A review of literature revealed that there are several strategies supported by research that could potentially reduce the achievement gap. First, we must provide academically challenging content in a research-based and developmentally appropriate format for our students through the use of strategy instruction as well as explicit, direct instruction conducted in small groups. Second, we must ensure that students are engaged in learning through increased opportunities to learn and opportunities to work with peers. Finally, we must increase the self-efficacy of teachers working with students with disabilities (SWD) through the implementation of professional learning communities that provide opportunity for collaborative inquiry, professional training, and frequent feedback. ☐ In addition to the literature review, information was gathered from student, classroom, and teacher data, in addition to teacher surveys and interviews. This information was used to inform decision making and determine whether there were any correlations between instructional strategies/ methods currently in place and the achievement of SWD. As such, the following correlations were identified in regard to the achievement gap: (1) proportion of students with learning disabilities and/or intense learning needs within a classroom, (2) years of teaching experience working with SWD, (3) self-efficacy of teachers in regard to specific subject-matter. Qualitative information revealed that highly-effective teachers have a belief that all students can succeed, regardless of ability/disability, but that they need time and supports in place to formatively assess students and work in small groups to adjust instruction to the individual needs of students. ☐ Utilizing the information gained through the mixed-method analysis, I created a school success plan that includes all of the strategies identified, in order to develop key priorities and action plans for Tier I instruction. This plan aims to ensure that there is a solid foundation which supports the needs of all students and can be tailored to the needs of individuals. This will be monitored through an evaluation plan. Additionally, I created a comprehensive, year-long professional learning plan that includes cyclical professional learning communities that model, support, and provide feedback on recommended strategies. This includes a walkthrough tool focused on praise and corrective feedback to reinforce continual learning. Through the implementation of the strategies/methods known for reducing the achievement gap between students with and without disabilities, the Tier I instruction at W.B. Simpson will be bolstered by research-based instruction, supported by the administration and coaches at the school, and monitored for fidelity and positive student outcomes, to ensure that the vision of the school, ensuring everyone succeeds, no matter what it takes, is achieved.
Description
Keywords
Achievement gap, Instructional core, SAM, Students with disabilities, Teacher self-efficacy, Tier I instruction