1. Best Practice Interventions for Students with Disabilities
Renee Bourke, Orange County Public Schools
Sherry Lycett, Hanover County Public Schools
Both brief personal introduction
Sherry: Two Minutes: Background on why we wanted to look at SWD; concerned about SWD in areas of Math and LA; decided to go observe each other’s schools and look at practices within each building in terms of services available to SWD

2. Oak Knoll MS & Prospect Heights MS
Fully accredited middle schools serving grades 6-8
Demographics
Prospect Heights
Oak Knoll
All Students
530
909
Female %
431-47%
Male %
478-53%
Black %
70-8%
Hispanic
44 - 8%
28-3%
White %
750-83%
Students with Disabilities %
111-12%
Economically Disadvantaged %
100-11%
English Learners
31- 5%
6- .7%
Renee: Obvious that two schools are different in size, SWD, ED, and diversity. Similar in male, female, and hispanic.

3. OKMS Math Data 2016-2017/2017-2018 Reporting Category Grade 6 Grade 7
Algebra
Geometry
All Students
95/89
94/89
93/93
99/100
100/100
Black
88/78
79/68
86/80
White
96/90
96/91
Hispanic
100/93
100/75
Asian
50/100
75/100
100/80
Economically Disadvantaged
97/63
74/71
96/86
English Language Learners
<
Students with Disabilities
87/52
77/57
74/64
NA/NA
Sherry: Highlight SWD performance; Question, with all the resources and services provided, why are the SWD still not performing at the level of all students and other subgroups?
OK Cohort - did not show increase.

4. PHMS Math Data 2016-2017/2017-2018 Reporting Category Grade 6 Grade 7
Algebra
Geometry
All Students
73/64
52/69
76/80
100/100
Female
77/67
52/77
82/84
Male
68/61
52/60
68/75
Black
71/44
47/62
72/78
Hispanic
< /80
< /<
< /53
White
76/68
54/74
78/76
Two or more races
56/82
Students with Disabilities
35/25
47/50
32/68
100 /100) --
Economically Disadvantaged
63/64
40/62
68/70
English Language Learners
< (100)
< (<)
Sherry: Gr 7 increase, all areas of math except higher level math is a concern, SWD cross over to Econ. Dis subgroup, understand the trend in cohort of students makes a difference - Cohort data for SWD increased each year in are math
PHMS - cohort data did increase

5. OKMS Reading Data 2016-2017/2017-2018 Reporting Category Grade 6
All Students
84/90
90/89
88/92
Black
59/75
78/70
77/81
White
87/90
92/90
89/92
Hispanic
75/100
100/100
Asian
50/100
88/100
100/88
Economically Disadvantaged
63/75
64/88
89/90
English Language Learners 67
100 NA
Students with Disabilities
46/64
63/71
55/65
Renee - One Minute: Discrepancy for reading is the same for math; However, OK has shown increase in performance with - added more collaborative support. Cohort data increase as well.

6. PHMS Reading Data 2016-2017/2017-2018 Reporting Category Grade 6
All Students
78/66
91/80
69/85
Female
79/69
94/83
70/89
Male
77/63
88/76
68/81
Black
72/41
97/65
44/85
Hispanic
77/<
</87
58/<
White
84/69
92/83
77/88
Two or more races
55/87
< /70
62/<
Students with Disabilities
40/31
63/33
30/58
Economically Disadvantaged
68/62
83/73
51/74
English Language Learners --
< / <
100/<
Renee - SWD perform the same as math as compared to all subgroups, Cohort data showed a decrease in reading with respect SWD Transition: We wanted to take a look at supports in place for SWD and looked at Tiers of interventions that we offered in each building and apply same supports that have experienced success to all contents .

7. Math Interventions Tier One
Tier 1: OKMS
Spiral review (date problem)
Word Problem Wednesday Engagement (not worksheets or packets)
Small Group Instruction Use of Manipulatives
Classroom Management (PBIS) Teacher Feedback
Visual/Auditory/Tactile Directions and Activities Scaffolded instruction
Differentiated Instruction Common assessments
Common planning FLEX remediation
Modified instruction / assessments Tutoring
School-wide summarization focus Math Coach
Tier 1: PHMS
Assign to ASA (after school Academics) SIM Unit Organizer
Tutoring Dreambox
Rocket Math Engagement (not worksheets or packets)
Visual/Auditory/Tactile Directions and Activities Well defined learning intentions and success criteria
Use Common School Wide Problem Solving Method Spiral Reviews
Differentiated Instruction (Cover, copy, repair) Tutoring
Common Assessments
Sherry : These interventions are working bc we are both fully accredited in math.
OKMS: Math common planning with math coach (not with SPED teacher), math every day, spiral review & date problem, department focus questioning and productive struggle;

8. Math Interventions Tier Two & Three
Tier 2 OKMS
Math FLEX class Academic Resource / Math Resource
SOL Tutoring Before / after school tutoring One on One Instruction Modified instruction / assessments Reteaching Math Workshop class
Extra Time
Tier 3 OKMS
Child Study School Within a School
Self Contained Instruction Time with Specialist
Modified Assignments Small Group
Individual Tutoring Reteaching TDT Other resources: Behavior Support Teacher, Autism Consultative Teacher, ED Resource, Social Skills Resource,
Tier 2 PHMS
After school Tutoring Change Schedule SOL Math Academy One on One Instruction Referral to VTSS
Tier 3 PHMS
Child Study Extra Time
Modified Assignments Reteaching
Small Group Individual Tutoring
Time with Specialist provides (Division Coaching) TDT
Sherry : Although our schools share similar tier 2 and tier 3 resources, one noted difference between our schools that we feel make a difference is the supports that students with disabilities receive at OKMS is direct support from specialists and teacher supports from coaches. VTSS process in place for PH for intervention
Specialists work with teachers and teams / Coaches at school level for OKMS and division level specialist at PHMS

9. Reading Interventions Tier One
Tier 1- OKMS
Common assessments / data analysis
Classroom Discussions Small group remediation
Classroom Management (PBIS) FLEX remediation
Engagement Teacher feedback
School-Wide Summarization Focus Reading Coach
Tier 1- PHMS
Strategy and Goal Centered Learning & Success Criteria Classroom Discussions
Classroom Management (PBIS) Feedback/ Success Criteria/Learning Objectives TTBME - Reading Organizer SIM Unit Organizer Small group remediation
Common planning
Reading specialist (push in across grade levels)
Renee - Interventions are working bc we are both fully accredited in Reading for overall population- However with these interventions our SWD are still struggling. One interesting aspect of comparing our school interventions is that we noticed that both schools do not offer as many supports in the area of reading for Tier 1 Instruction.

10. Reading Interventions Tier Two & Three
Tier 2-OKMS
Language Arts FLEX class Academic Resource/ Reading Resource
SOL Tutoring Before / after school help sessions One on One Instruction Modified instruction / assessments Reteaching Reading Workshop class Small group support Extra Time
Time with Reading Specialist Tier 3- OKMS
Child study Reading Resource
Time with Specialist Self Contained Instruction
Modified Assignments TDT
School Within a School Other resources: Behavior Support Teacher, Autism Consultative Teacher, ED Resource, Social Skills Resource,
Tier 2-PHMS
Peer tutoring Specific vocabulary instruction
Vocabulary mapping Reciprocal teaching
Small group support Extra Time
Weekly Progress Monitoring Time with Reading Specialist
SOl Reading Academy
Tier 3-
Time with Specialist Child Study
Modified Assignments Running Records (SIM Work mapping)
Lexia and Extreme Reading TDT
Renee - OKMS: Common planning for reading in the school year as compared to math common planning in
School within a school model is intriguing and has shown that this support if effective.
Note - typically SWD need both interventions - struggles - scheduling is important to note.
OKMS - has reading reading elective offered at each grade level - In addition, OKMS - reading elective with just SWD.
PHMS - Reading elective just offered at the 6th grade.

11. Best Practices Identified (J. Hattie Effect Size)
Use of specialists to assist content teachers in the planning and implementation of curriculum and instruction in the areas of Math and LA .
(Collective Teacher Efficacy is the collective belief of teachers in their ability to positively affect students: Collective teacher efficacy effect size= 1.57)
Use of stronger collaborative model (Interventions for SWD .77)
Moved away from self contained
Implement more co-teaching elements in the collaborative classroom
Best practices is to have station teaching / team teaching /parallel teaching/ alternative teaching
Continuing focus on the goal and shared creation of the belief system is important
Sharing of data
Renee - Sherry and I identified best practices we felt we could have the greatest impact on student achievement:
Time (master schedule) for collaboration process - building collective teacher efficacy -
OK - has seen increase in student achievement focus scheduling collaborative teams. Robbing Peter to pay Paul.Taken from math to focus on reading.
OK - staff development after for collaborative model. Teacher led- “Collaboration Team” that presents monthly a different collaborative model to all staff and then challenges them to find / plan a different model for the upcoming month
PH - visible learning - Learning Intention and Success Criteria.
Master Schedule - OK Challenges - Share elective teachers with other schools.
PH - Teachers teach multiple grade levels.

12. Where are we headed?
Focus on more collaborative planning time to include SPED teachers - Prioritizing this in master schedule - create the collective efficacy
Implement professional development on collaborative instruction models and use teacher leaders to impact instruction positively
Focus on retaining and developing our teachers
Solicit ongoing training for trauma informed practices for school staff
Target individual student growth which translates to specific strands and interventions that are individualized per student.
Target use of individualized behavioral supports in order to make gains in academics.
Explore use of more of assistive technology with our students with disabilities.
Sherry: Establish a content team giving them time to work together; use of math resource and academic center to target growth; mental health, need for more counselors and group sessions to address emotional needs, trauma informed training that is ongoing and at Tier 1 as well as Tier 2 & 3

13. Reference: Visible Learning John Hattie
The Applicability of Visible Learning to Higher Education (2015)