The Gap Initiative was designed to better prepare all students with disabilities to graduate from high school ready for college and careers by increasing academic (reading and math) achievements while also closing existing achievement gaps between students with disabilities and all students. This component of the KY SPDG is aligned with a new initiative from KDE – the CT4GC initiative. This goal will be reached through a multi-tiered professional development system focused on increasing the capacity of regional cooperative coaches, school based coaches, and co-teachers to effectively use evidenced based practices (EBPs) in the classroom.
The four interventions facilitated under CT4GC are all based on evidence-based practices designed to close the gaps in student achievement. The Continuous Classroom Improvement (CCI) intervention creates an environment where students are responsible for their own learning, turning classrooms from “teaching” environments into “learning” environments. The co-teaching intervention helps general education and special education teachers to work as partners in delivering instruction. The student support intervention is designed to remove barriers to learning for individual students. Finally, the reading and math instructional strategies intervention uses evidence-based instructional strategies focused on reading/language arts and math to support all content areas.
- Developing professional development
- PD on the four components of CT4GC is facilitated by KDE and SPDG partners from University of Louisville.
- School-based coaching capacity building
- Each school has an external coach that is designated by the Regional Co-op, who coaches the school-based internal coach as they facilitate the implementation of each of the four interventions in the classroom.
- Co-teacher capacity building
- The school’s co-teaching team is provided day-to-day support and bi-monthly progress monitoring.
- Coaching for increased implementation
- Internal coaches, external coaches, and expert observers from the University of Louisville do observations focused on the fidelity of EBP implementation, which allows coaches to record when particular elements of the four initiative components are “Evidenced” within the co-teaching team’s lesson, or if they were “Not-Evident,” allowing for data-driven coaching sessions where teachers and their coaches make action plans.