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Oxford City SchoolsOxford City Schools 2005-20062005-2006
Students with Disabilities Students with Disabilities Compared with All StudentsCompared with All Students
READING AND MATH
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)
Third Grade Math GrowthPercent of Students Achieving ARMT Meets and Exceeds
Oxford City, AL
39%
82%
52%
86%
0%
20%
40%
60%
80%
100%
Special Education Regular Education
Perc
en
t o
f S
tud
en
ts
2004-2005
2005-2006
High Stakes Results: Oxford City Third Grade ARMT Reading
Third Grade Reading GrowthPercent of Students Achieving ARMT Meets and Exceeds
Oxford City, AL
34%
89%
60%
95%
0%
20%
40%
60%
80%
100%
Special Education Regular Education
Perc
en
t o
f S
tud
en
ts
2004-2005
2005-2006
• 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.
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 .
Fourth Grade Math Growth*Percent of Students Achieving ARMT Meets and Exceeds
Oxford City, AL
20%
78%
43%
88%
0%
20%
40%
60%
80%
100%
Special Education Regular Education
Perc
en
t o
f S
tud
en
ts
2004-2005
2005-2006
*No data available for 2003-2004
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)
Fourth Grade Reading GrowthPercent of Students Achieving ARMT Meets and Exceeds
Oxford City, AL
50%
94%
54%
93%
0%
20%
40%
60%
80%
100%
Special Education Regular Education
Perc
en
t o
f S
tud
en
ts
2004-2005
2005-2006
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 .
Fifth Grade Math GrowthPercent of Students Achieving ARMT Meets and Exceeds
Oxford City, AL
35%
87%
57%
91%
0%
20%
40%
60%
80%
100%
Special Education Regular Education
Perc
en
t o
f S
tud
en
ts
2004-2005
2005-2006
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)
Fifth Grade Reading GrowthPercent of Students Achieving ARMT Meets and Exceeds
Oxford City, AL
36%
92%
56%
92%
0%
20%
40%
60%
80%
100%
Special Education Regular Education
Perc
en
t o
f S
tud
en
ts
2004-2005
2005-2006
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 .
Sixth Grade Math GrowthPercent of Students Achieving ARMT Meets and Exceeds
Oxford City, AL
8%
74%
29%
89%
0%
20%
40%
60%
80%
100%
Special Education Regular Education
Perc
en
t o
f S
tud
en
ts
2004-2005
2005-2006
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)
Sixth Grade Reading GrowthPercent of Students Achieving ARMT Meets and Exceeds
Oxford City, AL
36%
90%
33%
92%
0%
20%
40%
60%
80%
100%
Special Education Regular Education
Perc
en
t o
f S
tud
en
ts
2004-2005
2005-2006
*
Alabama State Department of EducationAlabama Reading InitiativeSpecial Education Services
Board of EducationCity Government
District Leadership
StudentsStudentsParentsParents
Special Education TeachersSpecial Education TeachersRegular Education TeachersRegular Education Teachers
PrincipalsCoaches
Why were we successful?
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
• Scheduling Framework
• District Level Math Intervention Plan
• District Level Reading Intervention Plan
• District Level Assessment/Progress Monitoring Plan
How were we successful? cont.
DIBELS- 2005-2006K- Phoneme Sound Fluency
0
10
20
30
40
50
60
70
80
90
100
CES DES OES Oxford
B2
B3
DIBELS- 2005-20061st grade- Nonsense Word Fluency
0
10
20
30
40
50
60
70
80
90
100
CES DES OES Oxford
B1
B2
B3
DIBELS- 2005-20061st grade Oral Reading Fluency
0
10
20
30
40
50
60
70
80
90
100
CES DES OES Oxford
B2
B3
DIBELS- 2005-20062nd grade Oral Reading Fluency
0
10
20
30
40
50
60
70
80
90
100
CES DES OES Oxford
B1
B2
B3
DIBELS- 2005-20063rd grade Oral Reading Fluency
0
10
20
30
40
50
60
70
80
CES DES OES Oxford
B1
B2
B3
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
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.
Comparing Oxford City Schools’ third-grade Special Need Students with General Education Students in Universal Literacy
Students with DisabilitiesStudents with Disabilities General Education StudentsGeneral 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%.
Elementary Reading
• 4th- 6th grades • Core Reading (90 minutes daily)• Collaborative/Co-Teaching Model• SBRR Intervention Program (45
minutes daily)• Pre-teach/Re-teach Plan• Computer Lab Rotation
PassportPassport 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.
Comparing Oxford City Schools’ fifth-grade Special Need Students with General Education Students in Passport
Students with DisabilitiesStudents with Disabilities General Education StudentsGeneral 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%.
Elementary Math
• K-2nd grades (90 minutes of math)
• Collaborative/Co-Teaching Model
• 3rd-4th grades (90 minutes of math)
• 30 minutes of additional math intervention
• 5th-6th 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
VmathVmath 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.
Comparing Oxford City Schools’ third-grade Special Need Students with General Education Students in Vmath
Students with DisabilitiesStudents with Disabilities General Education StudentsGeneral 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%.
Coldwater Elementary Third GradeVmath Modules
The combined average increase for all three modules was 63%.
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
Secondary Reading
• 7th and 8th 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 (9th grade) • Reading Intervention Elective (SBRR Program)• 10th-12th Grade• Reading Intervention Elective (SBRR Program)
Secondary Math
• 7th-8th grades • (intervention/enrichment delivered within the 90
minute block)
• Freshman Academy • Study Strategies plus High School Electives
• 10th -12th grades• Math Intervention (Elective)• Reading Intervention (Elective) • Skill Building Class (Elective)• Transition Skills Class (Elective)
Grade 7Co-Teaching Model
(Intervention Established 06-07)
0
51015
202530
35
Reading Math
Percentage of Students with Disabilities Meeting or Exceeding Standards on Alabama
Reading and Math Test(ARMT)
2004-2005
2005-2006
Grade 8 Co-Teaching Model
(Intervention Established 06-07)
0
5
10
15
20
25
30
Reading Math
Percentage of Students with Disabilities Meeting or Exceeding Standards on Alabama
Reading and Math Test
2004-2005
2005-2006
Co-Teaching Approaches
• Team Teaching
• Alternative Teaching
• Station Teaching
• Parallel Teaching
• One Teach, One Rotate
• One Teach, One Observe
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
OXFORD HIGH SCHOOLOxford, 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.
Multifaceted Approach to Interventions Impacting
General and Special Education
• Freshman Academy
• Co-teaching Model
• Student Academy For Excellence
Freshman Academy Oxford High School
0
20
40
60
80
100
120
Suspensions Total Referrals
2005-2006 2006-2007
Discipline Referrals and Suspensions 2005-2007
SAFE Students Returning to Regular Setting
0
2
4
6
8
10
12
14
Total Students Students withDisabilites
Aug-06 Nov-06
Rewards Realized from the Co-Teaching Model
0
51015
202530
35
AHSGE Math AHSGE Reading
Percentage of Seniors with Disabilities Scoring Level III on the Alabama High School
Graduation Exam
2004-2005
2005-2006
Co-Teaching Model
0
246
81012
14
11th grade
Percentage of Students with Disabilities Passing the Alabama High School Graduation
Exam (All required parts)
2004-2005
2005-2006
Co-Teaching Model
0
10
20
30
40
50
60
10th grade
Percentage of Students with Disabilities Passing the Alabama High School Graduation
Exam (All required parts)
2004-2005
2005-2006
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
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
Parental Involvement
• Collaborative Decision Making
• Explanation of Supports
• Promotion of Services by Senior Students
• General and Special Educators Present to Answer Questions
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
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
2005-2006(Year 5 of 5 year plan)
• All Classes Co-Taught by General and Special Education Teachers
» 9th,10th,11th & 12th grade science, math, social studies and English courses
• Elective Courses Taught by Special Education Teachers
» Transition Skills Class 9th-12th grades» Skill Building (standard students) scheduled parallel
to AHSGE review class» Reading Courses
OXFORD CITY SCHOOL DISTRICT
Dr. Jeff Goodwin Superintendent Oxford City Schools [email protected]
Trey Holladay Secondary Principal Oxford High School [email protected]
Khristie Goodwin
Special Education Director
Oxford City Schools
Valerie Gamble
Collaborative/Technology Specialist
Oxford City Schools
• 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
Thanks
Dr. Mabrey Whetstone
and
ALABAMA STATE DEPARTMENT OF EDUCATION
SPECIAL EDUCATION SERVICES DEPARTMENT
TM
Thanks
