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Best Practice Interventions for Students with Disabilities

Best Practice Interventions for Students with Disabilities. Renee Bourke, Orange County Public Schools Sherry Lycett, Hanover County Public Schools. Oak Knoll MS & Prospect Heights MS Fully accredited middle schools serving grades 6-8. OKMS Math Data 2016 - 2017/201 7 -201 8.

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Best Practice Interventions for Students with Disabilities

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  1. Best Practice Interventions for Students with Disabilities Renee Bourke, Orange County Public Schools Sherry Lycett, Hanover County Public Schools

  2. Oak Knoll MS & Prospect Heights MS Fully accredited middle schools serving grades 6-8

  3. OKMS Math Data 2016-2017/2017-2018

  4. PHMS Math Data 2016-2017/2017-2018

  5. OKMS Reading Data 2016-2017/2017-2018

  6. PHMS Reading Data 2016-2017/2017-2018

  7. Math Interventions Tier One Tier 1: OKMS Spiral review (date problem) Word Problem Wednesday Engagement (not worksheets or packets) Small Group InstructionUse of Manipulatives Classroom Management (PBIS) Teacher Feedback Visual/Auditory/Tactile Directions and Activities Scaffolded instruction Differentiated InstructionCommon 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) Small Group InstructionUse of Manipulatives Classroom Management (PBIS) Teacher Feedback 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

  8. Math Interventions Tier Two & Three Tier 2 OKMS Math FLEX class Academic Resource / Math Resource SOL TutoringBefore / after school tutoringOne on One InstructionModified instruction / assessmentsReteaching Math Workshop class Extra Time Tier 3 OKMS Child StudySchool Within a School Self Contained Instruction Time with Specialist Modified Assignments Small Group Individual TutoringReteaching TDTOther resources:Behavior Support Teacher, Autism Consultative Teacher, ED Resource, Social Skills Resource, Tier 2 PHMS After school TutoringChange Schedule SOL Math Academy One on One Instruction Referral to VTSS Tier 3 PHMS Child StudyExtra Time Modified AssignmentsReteaching Small GroupIndividual Tutoring Time with Specialist provides (Division Coaching)TDT

  9. Reading Interventions Tier One Tier 1- OKMS Common assessments / data analysis Classroom DiscussionsSmall 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 ObjectivesTTBME - Reading Organizer SIM Unit Organizer Small group remediation Common planning Common assessments / data analysis Reading specialist (push in across grade levels)

  10. Reading Interventions Tier Two & Three Tier 2-OKMS Language Arts FLEX class Academic Resource/ Reading Resource SOL Tutoring Before / after school help sessionsOne on One Instruction Modified instruction / assessmentsReteaching Reading Workshop class Small group supportExtra Time Time with Reading SpecialistTier 3- OKMS Child studyReading Resource Time with Specialist Self Contained Instruction Modified AssignmentsTDT 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 supportExtra Time Weekly Progress Monitoring Time with Reading Specialist SOl Reading Academy Tier 3- Time with Specialist Child Study Modified AssignmentsRunning Records (SIM Work mapping) Lexia and Extreme Reading TDT

  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

  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.

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

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