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This past fall, OAESA’s executive director, Dr. Julie Davis, and associate director, Mark Jones, visited members’ schools as part of their travels throughout Ohio for fall zone meetings. Check out the photos of their journey!

BRIDGING THE GAP: How We Took Our School from FAILING to ACHIEVEMENT in Just Two Years

In 2015, my school, Lexington Elementary School, was faced with a harsh reality when the school received failing grades on the state report card for Gap Closing. Although the school was meeting the state-required scores for passing individual tests, our subgroups were not performing to state standards. by David Rogers

MARLINGTON LOCAL SCHOOL DISTRICT - Lexington Elementary STUDENT GROWTH 2015 - 2017 GAP CLOSING Annual Measurable Objective 58.3% 37.9% 89.9% Component Grade F F B English Language Proficiency 50% .8% 86.7% Math Proficiency 66.7% 75% 93% 2015 2016 2017 TEST RESULTS 3rd Grade ELA 82.1% 59.7% 81.8% 3rd Grade Mathematics 76.9% 75% 85.9% 4th Grade ELA 80.7% 69.4% 74.3% 4th Grade Mathematics 68.4% 81.9% 90.5% 4th Grade Social Studies 87.7% 88.9% 100% 5th Grade ELA 71.4% 71.4% 74.3% 5th Grade Mathematics 82.9% 76.8% 68.9% 5th Grade Science 77.9% 80.4% 82.4% 2015 2016 2017 PROGRESS Overall C A A Gifted D C D Lowest 20% C C A Students with Disabilities C B A Component Grade B B 2015 2016 2017 Subsequently, Lexington was placed on the “Watch School” list by the Ohio Department of Education. Watch Schools must implement an improvement plan to close gaps among low-achieving subgroups by targeting resources and interventions for the following year. As Lexington Elementary’s principal, I knew this was a red flag, and changes needed to be implemented. It was difficult for me to accept Ds and Fs when I knew our staff was going above and beyond to help our students succeed. In order to improve, we had to create a plan to set up our students for success. We focused our plan on implementing changes in our Positive Behavior Interventions and Support (PBIS) program, utilizing partnerships with higher education institutions and the Ohio Improvement Process (OIP). Ohio Improvement Process–Five-Step Process OIP is a five-step process that focuses on collecting and charting student data to identify performance issues and analyzing student work specific to this data. Based on this data, shared expectations are established for implementing changes, and then the changes are implemented across all classrooms. Following the implementation, data is collected and analyzed. In order to begin the OIP five-step process, we created a building leadership team comprised of one teacher from each grade level, an intervention specialist, technology assistant, school psychologist, school counselor, speech language pathologist, and me. Throughout the year, we tracked data through Google Forms and came to the conclusion to implement a Co-Plan to CoServe model of teaching for all grade levels. In order to track our success, we set two goals for the entire school in fluency and attendance. We tracked progress on a monthly basis. The implementation of this process did not come without resistance or hesitation from staff members. The initial year was met with challenges, but we focused on providing our staff members with continuous professional development and support. Additionally, we made the decision to eliminate student resource rooms that offered students who required extra help guidance on all subjects and shifted to providing content-specific intervention specialists providing support on solely one subject. After two years of using this approach and analyzing our monthly results, the staff members at Lexington Elementary School have realized amazing results and have embraced this process. PBIS Initiatives Knowing there is a direct link between challenging behaviors and student success, we focused on providing additional support to our students who needed it the most through PBIS. We developed a set of behavior standards called the “Duke Pride Expectations.” These expectations set a standard to hold students accountable for their behavior. Specific behavior plans are put into place for students needing extra support, and their behavior is tracked weekly to help them increase their rate of academic success. In addition to the implementation of the PBIS program, we introduced leadership opportunities for all students, including the Lexington Leadership Academy, student council,

Guys with Ties, and Girls in Real-Life Situations (GIRLS). These leadership programs have helped students become accountable for their actions and take responsibility for their educational opportunities. Partnership with Higher Education Institution Our district is fortunate to have a university in our own backyard. Working with a higher education institution benefits all parties involved. We have partnered with the University of Mount Union education program for three years, and the partnership has been a huge success. Students from the university serve as tutors in the classroom, working in small groups to help students individually or to co-teach the class. In addition to tutoring in the classroom, we implement a robust after-school program called “Raider Helpers.” This program allows Lexington students to work in small groups with students from the university on their homework. Not only do the university students serve as tutors, but they mentor our students, setting a great example for positive behaviors. The student is having difficulty with behavior using the classroom behavior plan. Teacher tries alternative positive reinforcement and behavioral interventions for a minimum of 4 weeks. School counselor may be involved. All interventions are documented with frequency and results. FBA/BIP Process School psychologist begins procedure for completing an FBA and a BIP is completed and implemented for a minimum of 6 wks. Meeting consists of teacher, parent, counselor, school psychologist, and intervention specialist if needed. Tier III interventions are implemented. Director of Pupil Services will be notified at this time and all documentation sent. Targeted Interventions The teacher requests an assistance meeting from the school psychologist in creating a targeted behavior plan. Others involved may include the school counselor and SLP. The principal and parent should be aware and may attend any meeting. The plan should be implemented for a minimum of 6 weeks prior to any changes in the plan. Behavior is documented during the implementation and results are sent to the school psychologist regularly. The school psych will consult with Director of PS as needed. BEHAVIOR PROTOCOL MODELED AFTER REQUIREMENTS IN ORC 3301-35-15 AND THE OHIO PBIS NETWORK TIER 1 TIER 3 TIER 2 BEHAVIOR CONTINUES SOME WHAT EFFECTIVE? SOME WHAT EFFECTIVE? PATTERN OF SIGNIFICANT PROBLEM BEHAVIOR? NO Continue strategies NO Review and revise BIP. Assess data. Director of PS involved in all meetings. Is disability suspected?

Continue follow-up, review data, modify as needed. School psychologist regularly informs Director of PS of progress NO Plan may be changed and implementation continues YES Continue strategies YES YES Continue interventions and review criteria for fading plan YES Bridging the Gap In 2017, Lexington Elementary School’s grade for gap closing went from an F at 58.3 percent in 2015 to a B at 89.8 percent in 2017, just .2 percent away from an A. I attribute this success, not only to the implementation of the aforementioned programs and processes but also to the hard work and dedication from our staff. They worked tirelessly to track student behavioral and academic data and found new research-based instructional strategies that have proven to be effective in our classrooms. Lexington Elementary has continued to utilize these best practices as we move forward and continue to close the gap for student learning. We recently added a new data room to our building, located in our instructional coaches area, where we track data and meet on a monthly basis to discuss grade-level specific needs. We have seen great improvement and success over the past few years and hope to continue to build upon this success for years to come. Although we started out in a failing position, it is remarkable the improvements a school can realize when team members come together, meet on a monthly basis, and focus on the areas that matter most to students’ progress.

CLASSROOM HALLWAY

DO YOUR BEST

Make good choices Be positive Walk at all times Keep hands and feet to self

USE GOOD MANNERS

KEEP ON TASK

EXPECT TO LEARN

Use “Please,” “Thank you,” and “Excuse Me” Use materials in an appropriate manner Be respectful Keep hallway organized and neat Close Lockers

Pay attention Stay in assigned area Ask to leave class Follow directions Stay quiet Walk on right side Have permission to be in the hallway

Be on time Have all materials ready Participate appropriately Turn in homework Stay in your line Walk and face forward

= SUCCESS RESTROOM

Stay in your area Keep bathroom clean Talk in quiet voice

Wash hands Throw away trash Leave all supplies in hall or classroom

CAFETERIA PLAYGROUND BUS LATCHKEY

Keep area clean and throw food/ trash away Stay in own personal spaces Share friends Share equipment Keep hands and feet to self Keep hands and feet to self Keep the bus clean Play safe

MUSIC PE

Enter and exit class quietly Full participation/ work to your potential Use equipment properly Play with body in control

Use utensils appropriately Use indoor voice Use table manners Use kind words Wait your turn Win and lose with positive attitude Use quiet voice Use kind words Use kind words Keep hands, feet and objects to self Use indoor voices Speak when it’s your turn Follow all staff and leader directions Wait your turn Use sportsmanship and show respect Help others when you can

Leave when finished

Respect others privacy Quiet in lunch line Stay seated Get in line quietly and quickly when whistle blows Stay in playground area Stay in your seat facing forward Keep aisles clear Listen to bus driver Stay in latchkey areas Ask for permission to leave Use assigned equipment as directed Sit correctly on chairs Follow rules Play fairly Play safely Include everyone

Ask to leave Dress appropriately for weather Use equipment safely Landscaping is to be left alone Watch for your stop Leave bus with all belongings Expect to share friends Homework can be done Share areas and materials Take care of instruments and supplies Listen carefully Participate in class Wear appropriate shoes Use restroom before class Refrain from socializing during instructions

About the Marlington Local School District The Marlington Local School District is located in Alliance, Ohio, about 20 miles west of Canton, and is comprised of three townships: Lexington, Marlboro, and Washington. With an average enrollment of approximately 2,500 students, Marlington has a graduation rate of 92 percent. Marlington is a rural school district, set amid acres of picturesque farmland. The district capitalizes on its rural roots and provides students learning opportunities in horticulture, landscaping, natural resources, and oil and gas.

About the Author

David Rogers is the principal of Lexington Elementary in Marlington Local Schools. With more than ten years in education, Rogers graduated from Kent State University with a bachelor’s in early childhood education and a master’s in educational leadership. He began his career teaching second and third grades, later transitioning to an elementary assistant principal. He has been the principal of Lexington for the past eight years. Rogers is also an adjunct professor at the University of Mount Union. You can reach the author by e-mailing him at d_rogers@marlingtonlocal.org.