Breaking Down Silos: A Model of Student Intervention (A1)
The Akron Public Schools will share its model of student intervention. This comprehensive approach aligns all district resources to improve student achievement. (Akron)

Using Data Retreats to Improve Student Achievement (A2)
Data retreats are a structure and process that have been used successfully in multiple contexts. Utilizing an inquiry-based process considering achievement, demographic, program and perspective data allows the decision-making processes which will lead to increased student achievement. (Canton)

Building Futures through the Instructional Support Team (A3)
The Instructional Support Team, comprised of a team of proven educators consisting of a lead principal, lead teacher, and content coaches provide systematic support that is job embedded, timely and relevant for the ultimate purpose of strengthening teaching practices to increase student learning and achievement. (Cincinnati)

 Learning Together: Reaching AYP Together (A4)
The “Learning Together” program is a supplementary intervention tutoring program for reading and math that utilizes teachers as program coordinators to assist middle grade students (tutors) in one-on-one tutoring of elementary grades 3-4 students (tutees) in order to raise achievement and reach proficiency status for state achievement tests. (Cleveland)

 Fishing for Answers? How to Filet Your Value-Added Data (A5)
Through examination of value-added data reports, the presenters will lead the participants through a process that can be used to identify and analyze school/district strengths and weaknesses. This process will include completing a fishbone graphic organizer to help analyze curriculum, instruction, student demographics, etc. and developing a plan for exploring results and increasing student achievement. (Columbus)

Building a Learning Community (A6)
Creating a learning community requires a balance between project based instruction, cooperative learning, and direct instruction. The focus of instruction is using the dominant behaviors of the students to progress through Blooms Taxonomy. (Dayton)

Raising Reading Achievement (A7)
R.A.I.S.E., Toledo Public Schools’ summer intervention program for 3rd grade students not scoring at a proficient level on Ohio’s 3rd grade reading achievement test, gets results (on the July 2006 administration of the test, 73% of students scored at a basic or higher level). This successful program features best practices in professional development for teachers, SBRR instructional strategies, an instructional framework consisting of the five essential components of literacy instruction, and in-class support for teachers through peer coaching. (Toledo)

Creating Social Capital through the Parent Patrol (A8)
The mission of the parent patrol is to build relationships between parents, teachers and administration. The Youngstown City School District recognizes the need for intense parent involvement to enhance student achievement. In order to increase parental involvement the district has created diverse opportunities for parents to build capital with each other, and become a stronger learning support system for their children. (Youngstown)

Preparing 21st Century Learners (B2)
Twenty-first century learning frames an increasingly relevant and vital national conversation about what young people need in order to achieve: critical thinking, problem-solving, innovation and communications skills. The 21st century calls on us to redefine the learning day and to embrace both traditional academic basics as well as small-group and project-based learning. Session attendees will learn from national experts what new strategies can be employed to prepare students for success in the new century. Presenter: Ken Kay, president of Partnership for 21st Century Skills, Chairman and co-founder of Information Technology Strategies.

Envisioning the Future: How Should Public Educators Prepare? (B3)
National thought leaders will help attendees examine the external forces that will be important in shaping the context for the future of public education and learning during the next decade. Join this session that will take an “outside-in” perspective on external factors that will affect the delivery of public education in the coming years. Examine the influence of family and community, marketplace economics, urban institutions, changing educator dynamics, and the evolution of new tools and practices, which will all influence how teachers teach and students learn. Presented by KnowledgeWorks Foundation.

 Conquering Middle School Math (B4)
Students in Ohio's urban school districts are continuing to make gains in math, particularly at the elementary school level. However, it has been more difficult to sustain those gains at the middle school level. In this hands-on session, you will hear what strategies have been successful in other urban districts to improve middle school math achievement. Come prepared to share strategies that are working in your district, as well. The outcomes of this session will be utilized to create specific professional development for urban districts in Ohio.

Reaching Challenging Populations( B5)
The Ohio Integrated  Systems Model (OISM) is a tiered model of prevention and intervention aimed at closing the achievement gap among students with disabilities, at-risk learners, and the rest of the student body. The model requires collaborative strategic planning and implementation at all levels -- connecting general education with special education. This session will look at how Ohio's large urban districts are approaching the task of integrating services at the district and school levels, and how this ties in with the changes being made in the state's regional service structures. Facilitator/ Presenter: Ron Felton, Associate Director, Urban Special Education Leadership Collaborative.