1. Don’t leave this “IDEA” Behind !

2. Oxford City Schools 2005-2006 Students with Disabilities Compared with All Students READING AND MATH

3. High Stakes Results: Oxford City Third Grade ARMT Math The percent of Students with Disabilities in the Meets/ Exceeds category increased by 13% after receiving intervention. The percent of Regular Education students Meets/ Exceeds category increased by 4%. (intervention began March 2006)

4. High Stakes Results: Oxford City Third Grade ARMT Reading The percent of Students with Disabilities in the Meets/ Exceeds category increased by 26% after receiving intervention. The percent of Regular Education students in the Meets/ Exceeds category increased by 6% after receiving intervention.

5. High Stakes Results: Oxford City Fourth Grade ARMT Math The percent of Students with Disabilities in the Meets/ Exceeds category increased by 23% after receiving intervention. The percent of Regular Education students in the Meets/ Exceeds category increased by 10% after receiving intervention for one semester.

6. High Stakes Results: Oxford City Fourth Grade ARMT Reading The percent of students with disabilities in the Meets/ Exceeds category increased by 4% after receiving intervention. The percent of Regular Education students in the Meets/ Exceeds category remained about the same. (intervention established 06- 07)

7. High Stakes Results: Oxford City Fifth Grade ARMT Math The percent of students with disabilities in the Meets/ Exceeds category increased by 22% after receiving intervention. The percent of Regular Education students in the Meets/ Exceeds category increased by 4% after receiving intervention for one semester.

8. High Stakes Results: Oxford City Fifth Grade ARMT Reading The percent of students with disabilities in the Meets/ Exceeds category increased by 20% after receiving intervention. The percent of Regular Education students in the Meets/ Exceeds category remained the same. (intervention established 06-07)

9. High Stakes Results: Oxford City Sixth Grade ARMT Math The percent of students with disabilities in the Meets/ Exceeds category increased by 21% after receiving intervention. The percent of Regular Education students in the Meets/ Exceeds category increased by 15% after receiving intervention for one semester.

10. High Stakes Results: Oxford City Sixth Grade ARMT Reading The percent of students with disabilities in the Meets/ Exceeds category decreased by 3% after receiving intervention. The percent of Regular Education students in the Meets/ Exceeds category increased by 2%. (intervention established 06-07)

11. Alabama State Department of Education Alabama Reading Initiative Special Education Services Board of Education City Government District Leadership StudentsParents Special Education Teachers Regular Education Teachers Principals Coaches Why were we successful?

12. How were we successful ? SBR Reading and Math Programs Training and Ongoing Support Standards Based Instruction Required Data Meetings and Monthly Administrative Walk Through Defining Roles of Teachers Co-Teaching and Systematic Intervention

13. Scheduling Framework District Level Math Intervention Plan District Level Reading Intervention Plan District Level Assessment/Progress Monitoring Plan How were we successful? cont.

14. DIBELS- 2005-2006 K- Phoneme Sound Fluency

15. DIBELS- 2005-2006 1 st grade- Nonsense Word Fluency

16. DIBELS- 2005-2006 1 st grade Oral Reading Fluency

17. DIBELS- 2005-2006 2nd grade Oral Reading Fluency

18. DIBELS- 2005-2006 3rd grade Oral Reading Fluency

19. Elementary Reading K-3 grades SBRR Core Reading Collaborative/Co-Teaching Model Pre-teach/Re-teach during stations Intervention Outside Core Reading Special Education Pre-teach/Re- teaching Plan Computer Lab Rotation

20. Universal Literacy Universal Literacy (UL) is a comprehensive K–3 reading curriculum system that meets and exceeds research- based recommendations for effective reading instruction. UL includes VIP (Vital Indicators of Progress), a DIBELS-equivalent measurement system with established goal scores for measuring student acquisition of critical reading skills.

21. Comparing Oxford City Schools’ third-grade Special Need Students with General Education Students in Universal Literacy Students with Disabilities Students with Disabilities General Education Students After one year receiving the Universal Literacy System ® : Special Need students gained 34.5 words per minute compared with 35.8 for General Education students. Both groups posted percentage gains of 73% and 40% respectively in words per minute, with students with disabilities increasing the percentage of On Track readers by 15% and General Education students by 10%.

22. Elementary Reading 4 th - 6 th grades Core Reading (90 minutes daily) Collaborative/Co-Teaching Model SBRR Intervention Program (45 minutes daily) Pre-teach/Re-teach Plan Computer Lab Rotation

23. Passport Passport is a comprehensive K–8 reading intervention program. The 30 to 40-minute daily lessons strategically integrate the critical skills most needed by struggling readers to improve reading skills toward grade-level proficiency by the end of third grade. Passport includes a DIBELS-equivalent measurement system, called VIP (Vital Indicators of Progress), for assessing skill development and establishing goal scores at key points during the school year. Using Passport measures, core skill development can be mapped as a six- step process for achieving successful reading performance skills.

24. Comparing Oxford City Schools’ fifth-grade Special Need Students with General Education Students in Passport Students with Disabilities General Education Students After one year receiving Passport ® : Special Need students gained 30 words per minute compared with 28.5 for General Education students. Both groups posted percentage gains of 42% and 32% respectively in words per minute, with students with disabilities decreasing the percentage of Struggling readers by 50% and General Education students by 14%.

25. Elementary Math K-2 nd grades (90 minutes of math) Collaborative/Co-Teaching Model 3 rd -4 th grades (90 minutes of math) 30 minutes of additional math intervention 5 th -6 th grades ( 90 minutes of math) 30 minutes at the end of 90 minute block or beginning of the block) required small group time and computer lab time

26. Vmath Vmath is a comprehensive math intervention system that targets the critical concepts and skills commonly taught in grades 3-8. Informed by benchmark assessments and progress monitoring, Vmath provides daily, direct, systematic instruction in the essential math skills needed to accelerate the progress of struggling math students to reach and maintain grade-level performance and proficiency on high-stakes assessments.

27. Comparing Oxford City Schools’ third-grade Special Need Students with General Education Students in Vmath Students with Disabilities Students with Disabilities General Education Students After one year receiving Vmath ® : Special Need students improved their average by 29 points compared with 36.9 for General Education students. Both groups posted percentage gains of 42% and 32% respectively in Vmath score, with students with disabilities increasing the percentage of students Not Struggling by 16% and General Education students by 51%.

28. Coldwater Elementary Third Grade Vmath Modules The combined average increase for all three modules was 63%.

29. Secondary Model Co-Teaching Model in Core Instruction School Wide Intervention Model Systematic Small Group Intervention delivered by both general education teachers, intervention teachers and special education teachers Benchmark Assessments and Progress Monitoring Skill Building (Study Skills Instruction) Transition Instruction Job Coaching Behavioral Interventions

30. Secondary Reading 7 th and 8 th grades School Wide Reading Intervention/Enrichment (SBRR Programs) Alabama Reading Initiative-Project for Adolescent Learners Team Concept Data Meetings/Professional Learning Communities/Cross Curricular Planning (45 minutes of individual plan and 45 minutes of collaborative/team planning) Freshman Academy (9 th grade) Reading Intervention Elective (SBRR Program) 10 th -12 th Grade Reading Intervention Elective (SBRR Program)

31. Secondary Math 7th-8th grades (intervention/enrichment delivered within the 90 minute block) Freshman Academy Study Strategies plus High School Electives 10 th -12 th grades Math Intervention (Elective) Reading Intervention (Elective) Skill Building Class (Elective) Transition Skills Class (Elective )

32. Grade 7 Co-Teaching Model (Intervention Established 06-07)

33. Grade 8 Co-Teaching Model (Intervention Established 06-07)

34. Co-Teaching Approaches Team Teaching Alternative Teaching Station Teaching Parallel Teaching One Teach, One Rotate One Teach, One Observe

35. Co-Teaching Responsibilities Core Teacher –Develop lesson plans based Course of Study Standards –Delivery of instruction –Choose/create assessment methods –Grading evaluations –Classroom management Special Ed. Teacher –Accommodation and modification of lessons and evaluations –Pre-teach/Re-teach –Delivery of instruction –Accommodate/Modify assessment –Grading evaluations –Classroom management –IEP, Portfolio Management –Curriculum Carving

36. OXFORD HIGH SCHOOL Oxford, Alabama Oxford High School is a 9-12 public school with 1,052 students, 53 regular education teachers, and 9 special services teachers. 8% or 95 students are provided for under IDEA.

37. Multifaceted Approach to Interventions Impacting General and Special Education Freshman Academy Co-teaching Model Student Academy For Excellence

38. Freshman Academy Oxford High School Discipline Referrals and Suspensions 2005-2007

39. SAFE Students Returning to Regular Setting

40. Rewards Realized from the Co-Teaching Model

41. Co-Teaching Model

43. Keys to Success at the District and School Level Leadership Scheduling Choosing appropriate general education setting (teacher, course & location) Teacher Training Collaborative Planning and Teamwork Intervention Planning Co-Teaching

44. Overcoming Obstacles Strategic Plan (5 year or multi-year) Staff Development -ongoing Utilize Peer Coaching Collaborative Planning (Special Education Staff and Building Level Administration) Systematic Planning and Scheduling Educating Parents

45. Parental Involvement Collaborative Decision Making Explanation of Supports Promotion of Services by Senior Students General and Special Educators Present to Answer Questions

46. Phases of High School Scheduling Review Transcripts Collect and Verify Student Course Request Develop a Tentative Master Schedule IEP Teams determine Classes and Supports Utilizing Student Request Data Make Adjustments in Master Schedule “Priority Schedule” Special Education Students Cluster Students in Designated Inclusion Sections

47. Data Derived from Pilot Science Courses Year 1 Implementation Biology Inclusion Students passed with a 71.6 average Physical Science Inclusion Students passed with a 65.3 average 95% pass rate for all Inclusion Science Students

48. 2005-2006 (Year 5 of 5 year plan) All Classes Co-Taught by General and Special Education Teachers »9 th,10 th,11 th & 12 th grade science, math, social studies and English courses Elective Courses Taught by Special Education Teachers »Transition Skills Class 9 th -12 th grades »Skill Building (standard students) scheduled parallel to AHSGE review class »Reading Courses

49. OXFORD CITY SCHOOL DISTRICT Dr. Jeff Goodwin Superintendent Oxford City Schools jgoodwin@oxford.k12.al.us Trey Holladay Secondary Principal Oxford High School tholladay.oh@oxford.k12.al.us Khristie Goodwin Special Education Director Oxford City Schools kgoodwin@oxford.k12.al.us Valerie Gamble Collaborative/Technology Specialist Oxford City Schools vgamble@oxford.k12.al.us

50. 4000 Students 100% Alabama Reading Initiative System 100% Alabama Math, Science, Technology Initiative 78% White 22 % African American 180 ELL students 10% Students with Disabilities 48% free and reduced lunch population

51. Thanks Dr. Mabrey Whetstone and ALABAMA STATE DEPARTMENT OF EDUCATION SPECIAL EDUCATION SERVICES DEPARTMENT

52. TM Thanks