Special-education GAP team outlines pilot to reduce proficiency gaps; targets co-teaching and "fading" EA plans

A pre-recorded update from Tim reviewed the special-education GAP team's work for the 2023–24 school year and outlined proposed next steps to reduce achievement gaps for students with disabilities.

The presentation described an expanded GAP team that conducted site visits, analyzed data and researched delivery models such as co-planning, co-teaching and co-serving. The team recommended piloting co-planning and co-served delivery models in selected grade levels during 2024–25, focusing initially on math and English language arts, and expanding professional development in Universal Design for Learning.

For students receiving one-on-one educational-assistant (EA) support, the team recommended implementing structured "fading plans" to gradually reduce direct EA assignment as students demonstrate independence; the approach aims to promote flexibility and broader instructional support. The district will pilot the models in 2024–25 with a view to broader implementation in 2025–26.

Tim cited proficiency-gap data: Riverview showed an approximately 45.6% ELA proficiency gap between students without and with disabilities compared with a statewide gap of about 33.4%, and a math gap at Riverview around 40.5% compared with statewide 33.1%.

Why it matters: the proposals directly address instruction for students with disabilities and propose operational changes (pilot programs and professional development) that would affect staffing and potentially budget and scheduling.

What's next: the district will pilot co-planning/co-serving in 2024–25, include fading plans in IEPs where appropriate, and continue professional development for staff.