Best Practices for Raising Achievement of Students who Struggle

1. Best Practices for Raising Achievement of Students who Struggle Special Education Opportunities Review Planning Retreat February 4, 2014

2. Let’s begin by defining “best practice.” What is and is not a “Best Practice” A best practice is a strategy that: • Has been proven effective in multiple settings • Fits within budget realities • Fits within the district’s culture • Is practical, given the complexities of the public school system A best practice is: • Not one amazing school or teacher • Not a program • Not a slogan • Not a hope

3. 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

4. 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

5. Six interconnected best practices can help struggling students achieve at high levels, at lower cost. DMC Framework for Supporting Struggling Students 1 Rigorous general education curriculum Higher achievement for struggling students 3 Extra time to learn 2 Coordinated and sustained focus on reading 4 Targeted interventions Content strong teachers 5 Data to track progress and inform improvement 6

6. When thinking about implementation, it is important to remember that joint efforts work best. Implementation Planning Not special education ONLY Not general education ONLY Departments Service Providers • Not core classroom ONLY • Not extra help ONLY • Not related services ONLY • Not resource teachers ONLY • Not tutors ONLY • Not paraprofessionals ONLY Both must work together All must be connected The most common pitfall is the failure to plan and implement as a part of a comprehensive system

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

8. 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

9. Time is often fixed, and learning is the variable. Typical Intervention Strategy for Struggling Students Struggling Math Student Schedule Non-Struggling Student Schedule • Co-teaching • Paraprofessional support • Lower level curriculum Math Period 1 Math English Period 2 English Period 3 Elective Elective vs. For many students “extra help” happens during core instruction or instead of core instruction Period 4 Social Studies Social Studies Period 5 Science Science Period 6 Spanish Spanish

10. But learning should be the constant, and time the variable. A Best Practice Schedule Non-Struggling Student Schedule Struggling Math Student Schedule Best Practice Intervention Strategy for Struggling Students • First presentation of content • 100% current year material • Learn from peer questions Math Period 1 Math Math English Period 2 English English Period 3 Elective Elective vs. vs. Elective Period 4 Social Studies Social Studies Social Studies • Pre-teach • Reteach current year and prior year content • Address missing foundational skills • Unteach misconceptions Period 5 Science Science Science Period 6 Spanish Spanish Extra Math Support

11. 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 Generalist Support Content Strong Support vs. • 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-

12. Many struggling students learn from staff who are not teachers. Source: Thomas B. Fordham Institute, “Shifting Trends in Special Education,” 2011. Special Education Teachers and Paraprofessionals per 1,000 Students 2001-2009 Special education teachers Paraprofessionals

13. 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? Math Reading Math Selected Review of Teacher Preparation Programs 25% 75% Yes No 24% 76% Yes No 100% No

14. What has not worked on a large scale. Strategies That Have Not Shown Replicable Results on a Large Scale • 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 • 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

15. 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