© 2013 THE DISTRICT MANAGEMENT COUNCIL

Best Practices for Raising Achievement of Students who Struggle

Special Education Opportunities Review Planning Retreat

F E B R U A R Y 4 , 2 0 1 4

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Let’s begin by defining “best practice.”

A best practice is a strategy that:1. Has been proven effective in multiple settings2. Fits within budget realities3. Fits within the district’s culture4. Is practical, given the complexities of the public school system

A best practice is:5. Not one amazing school or teacher6. Not a program7. Not a slogan8. Not a hope

What is and is not a “Best Practice”

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In most districts, the biggest surprise around best practices are how unsurprising they can be.

Best Practices for Students with Mild to Moderate Disabilities

• Best practices for students with mild to moderate special needs are not very different from best practices for struggling students

• They cost no more (often less) than current practices

• They are common sense and are not radical

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That said, implementing best practices is not easy.

Challenges of Implementing Best Practices

• The role of the special education teacher is impacted the most

• Practices are most effective when implemented district wide

• Change is never easy or fun

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Six interconnected best practices can help struggling students achieve at high levels, at lower cost.

DMC Framework for Supporting Struggling Students

Data to track progress and inform improvement

3 Extra time to learn

Rigorous general education curriculum

1

Targeted interventions

Coordinated and sustained focus on reading

4

Content strong teachers5

2

6

Higher achievement for struggling

students

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When thinking about implementation, it is important to remember that joint efforts work best.

Implementation Planning

• Not special education ONLY

• Not general education ONLY

Service ProvidersDepartments

• Not core classroom ONLY

• Not extra help ONLY

• Not related services ONLY

• Not resource teachers ONLY

• Not tutors ONLY

• Not paraprofessionals ONLY

All must be connectedBoth must work together

The most common pitfall is the failure to plan and implement as a part of a comprehensive system

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A focus on reading is critical.

Reading as a Best Practice

• Reading drives performance in ALL subject areas, including social studies, English, science, and even math

• Reading is the primary academic challenge of 40% of special education students nationally

Reading is the key to raising the achievement of students with special needs

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Divided leadership, rigid schedules, and a desire for autonomy can prevent districts from implementing effective reading practices.

Best Practice and Typical Reading Programs for Struggling Students

DMC analysis

National Reading Panel (NRP) Typical Program Consistent with NRP?

1. Grade-level expectations Varying expectations

2. Frequent measurement Assessed only a few times a year

3. Identification starting in kindergarten

Not identified until first grade or later

4. 30 minutes of Additional instruction a day

Provided during class time or less than 5 times a week

5. Remediation and intervention connected to class instruction

Instruction and curriculum seldom coordinated

6. 90-minute/day literacy block Often left to the discretion of the individual teacher

7. Phonics in early grades and comprehension in later grades

Often left to the discretion of the individual teacher

8. A skilled teacher trained in reading instruction

Special education teachers and others rarely trained in teaching reading

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Time is often fixed, and learning is the variable.

Typical Intervention Strategy for Struggling Students

English

Math

Elective

Social Studies

Science

Spanish

English

Math

Elective

Social Studies

Science

Spanish

• Co-teaching

• Paraprofessional support

• Lower level curriculum

Non-Struggling Student Schedule

Struggling Math Student Schedule

For many students “extra help” happens during core instruction or instead of core instruction

Period 2

Period 1

Period 3

Period 4

Period 5

Period 6

vs.

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But learning should be the constant, and time the variable.

Best Practice Intervention Strategy for Struggling Students

English

Math

Elective

Social Studies

Science

Spanish

English

Math

Elective

Social Studies

Science

Spanish

• First presentation of content

• 100% current year material

• Learn from peer questions

Non-Struggling Student Schedule

Struggling Math Student Schedule

Period 2

Period 1

Period 3

Period 4

Period 5

Period 6

vs.

• Pre-teach

• Reteach current year and prior year content

• Address missing foundational skills

• Unteach misconceptions

English

Math

Elective

Social Studies

Science

Extra Math Support

A Best Practice Schedule

vs.

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Deep content knowledge by teachers helps students unlearn misconceptions and master needed skills.

Instructional Support for Struggling Students

• Review test questions and show correct answer

• Provide homework help

• Quiz in preparation for future tests

• Associate each incorrect answer with underlying concept

• Infer misunderstandings from incorrect answers

• Teach prior, fundamental skills

• Teach correct material using 2 or 3 different approaches

C-

Generalist Support

Content Strong Supportvs.

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Many struggling students learn from staff who are not teachers.

Source: Thomas B. Fordham Institute, “Shifting Trends in Special Education,” 2011.

SY01 SY02 SY03 SY04 SY05 SY06 SY07 SY08 SY0940

80

6562

52

66

Special education teachers

Paraprofessionals

Special Education Teachers and Paraprofessionals per 1,000 Students2001-2009

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Staff assigned to instruct struggling students often do not have deep knowledge of the content they teach.

Source: National Council on Teacher Quality, “Teacher Prep Ratings,” 2013.

Elementary Teachers’ Schools:Teach National Reading Panel (or similar program)?

Special Education Teachers’ (Undergraduate) Schools:Cover math instruction in depth?

Special Education Teachers’ (Graduate) Schools:Cover math instruction in depth?

25%No75%

Yes24% 76%

No

100%No

Selected Review of Teacher Preparation Programs

Reading

Math

Math

Yes

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What has not worked on a large scale.

Strategies That Have Not Shown Replicable Results on a Large Scale

NOT BEST PRACTICES

Resource room

• No connection daily instruction• Limited content expertise• Homework help or homework answers

Co-teaching

• Hard to do well• No extra time• Financial constraints

Paraprofessionals for academic support

• Limited content expertise• Less time from teacher• Caring, does the work for the student

Replacement classes

• No content expertise• Less rigor• No extra time

© 2013 THE DISTRICT MANAGEMENT COUNCILwww.dmcouncil.org

If you have any comments or questions about the contents of this document, please contact The District Management Council: • Tel: (877) DMC-3500• Email: info@dmcouncil.org• Fax: (617) 491-5266 • Web: dmcouncil.org • Mail: 70 Franklin Street, Boston, MA 02110

The District Management Council