MASTERY OF KNOWLEDGE AND SKILLS CLAIM two
Students with disabilities are experiencing remarkable achievement.
Introduction
At Meadow Glen Middle, we are committed to providing students with disabilities with as much access to the general education curriculum as possible. Through these efforts, school leaders and teachers partner to guarantee that supplemental services give students supports with which to be successful in the general education classroom. In addition, teachers differentiate instruction in an effort to meet student needs (including the use of pre-assessments and grouping strategies). Progress-monitoring structures are used to guide instructional conversations and ensure that all students are making gains. As a result, our students with disabilities consistently outperform other students with disabilities on standardized tests across the state and district. In addition to academic improvements, our students with disabilities also demonstrate a growth mindset with regard to their abilities and how they now approach work.
At Meadow Glen Middle, we are committed to providing students with disabilities with as much access to the general education curriculum as possible. Through these efforts, school leaders and teachers partner to guarantee that supplemental services give students supports with which to be successful in the general education classroom. In addition, teachers differentiate instruction in an effort to meet student needs (including the use of pre-assessments and grouping strategies). Progress-monitoring structures are used to guide instructional conversations and ensure that all students are making gains. As a result, our students with disabilities consistently outperform other students with disabilities on standardized tests across the state and district. In addition to academic improvements, our students with disabilities also demonstrate a growth mindset with regard to their abilities and how they now approach work.
Evidence Block One: State Assessment Results for Students with Disabilities (All Content Areas)
Students with disabilities have performed above the state and district averages of their peers also in special education on state assessments in every content area for the past three years.
When reviewing student performance over time, viewers may note a sharper decline at MGM versus state and district performance across all grade levels. We believe that student performance for students with disabilities was impacted by the differences in the administration of the tests (as explained in the “History of Standardized Tests and Progress Monitoring Measures” section in Claim One). However, a closer comparison of MGM v. District data shows that our current eighth grade students demonstrated a larger margin of growth than district counterparts at the end of their seventh grade year. These test administrations were 2016 and 2017 in which students were assessed using the SC READY test (both on paper/pencil in 2016 and online in 2017). With the same test, students who attended Meadow Glen Middle for two years (and received specialized instruction through our special education program) demonstrated greater growth than their district peers from sixth to seventh grade.
Evidence Block Two: Student Improvement and Perspectives
At MGM, we are committed to ensuring that all of our students have opportunities and access to learning. Our population of students with disabilities benefit from teachers committed to imparting effective instructional strategies and implementing practices that meet students where they are and move them toward academic mastery and proficiency. The following “stories” highlight four students who embody the success of our special education program.
Student A (Math Growth)
This student has received services through an IEP since he entered MGM as a sixth grader. Each day, he receives additional academic support through his Supplemental Math (Resource) class. Initially, he was failing math. However, a mindset shift and taking more intentional advantage of learning opportunities presented by his math and resource teacher have resulted in a major turn-around for this student. He has demonstrated mastery of the math content through completing reflections and being able to “talk through his learning.”
The teachers collaborate on a structure called “Work Wednesdays” in which he and other students with special needs can receive one-on-one assistance from the resource teachers. The resource teachers also reference core math teachers’ lesson plans in order to “prep” students for upcoming math units and provide an extra layer of support.
At the end of his seventh grade year, the student is slated to enter eighth grade receiving itinerant (consult) services and no longer receiving services through the Supplemental Math (Resource) class. He has demonstrated achievement growth through quarter grades (ending the year with an A in math) and STAR 360 performance.
Below, the student explains how these strategies have helped him achieve more than he thought possible in math.
What strategies have helped your performance improve in math?
“I had to figure out how to use the strategies that I was taught in order to make the math make the most sense to me. I use football references in order to make connections, and it helps when I am able to talk through my learning. Using my reflections and target trackers give me more practice thinking through the process. And I definitely take more advantage of the chance to study and get help on Work Wednesdays.”
Your teachers talk a lot about how you had a shift in your growth mindset at the end of the first semester. What role has your mindset played in this success?
“I used to say, ‘I can’t do this’ or ‘I won’t remember this,’ and then I would flunk. Then I changed my mindset from ‘I can’t’ to ‘I can.’ Now I tell myself to ‘try a different strategy or just try to solve the problem’ before I think about giving up. I was struggling with fractions, but I changed my mindset and started doing better.”
Do you feel that your resource class has helped you perform better in your content math class? How do you know?
“My understanding and comprehension has gotten a lot better because I am more open to getting the help I need. Before, I was being stubborn. I didn’t think it was going to be helpful for me. I couldn’t see how I was going to use this stuff in life. Now, I have more understanding of how I will use math so I take advantage of the probes and modeling that my teacher gives me in resource class. I’ve gotten a lot stronger with fractions and equations, and I can also substitute numbers better because I understand what the teacher is doing when she models how to solve a problem. And now I’m passing math which is good, too.”
The following documents highlight Student A's overall progress in Math.
Student B (Reading and Writing Growth from Grades 6 - 8)
Students in the Academic Seminar (Language Arts) resource classroom receive direct instruction in reading comprehension and written expression. Mentor texts are used to expose students to well-written passages. Students analyze and edit paragraphs for grammatical errors, as well. Throughout the writing process, students focus on organizational plans that assist them in conveying their message in writing. The use of mentor texts, along with a writing framework and rubric, provide students with an understanding of expectations for their own writing. In reading comprehension, students receive direct instruction on specific strategies to assist in their comprehension of texts. They are exposed to a variety of interesting texts to encourage enjoyment of reading and practice applying reading strategies. Collaboration and communication between general education and special education teachers is essential to the success of students working below grade-level.
A shy and reserved student, Student B is an 8th grade student at MGM and has demonstrated improvement in both written expression and reading comprehension. She started middle school in 2015 and has been served in a combined reading/writing resource class. Throughout her time at MGM, she has grown in her ability to make connections between reading and writing. She also collaborates and communicates more with her resource and general education teachers. Her reading growth has directly impacted her ability to create more detailed writing samples in her resource class and content ELA class. Providing direct instruction of comprehension strategies using the general education support documents and texts has helped to strengthen the student's understanding in her core classes, as well as performance on curriculum-based measures. Reports indicate the student's reading comprehension scores have increased from the 9th percentile to the 19th. At times, she has scored as high as the 38th percentile on reading comprehension assessments. Likewise, scaffolding and chunking of written expression assignments, along with extended time within the resource setting to compose essays has helped to increase her strength in writing. She is now composing essays that are at or near grade level and is able to cite textual evidence that helps to support her message. Her determination to succeed is evident in her progress throughout her time in middle school.
Below, the student provides her perspective on her mindset shift and improvement in reading and writing.
What strategies have helped your performance improve in the areas of reading and writing?
“I feel like I focus more on my writing and I pay more attention to details. I read out loud or use my accommodations to have things read out loud so that I understand what I am doing. When I listen to the writing or what I am reading, it works better for me.”
How has your mindset changed from sixth grade to now (being in eighth grade) when it comes to reading and writing?
“In sixth grade, I didn’t really try that much, and I didn’t like to use my accommodations. I put forth more effort now, and I use the strategies that Mrs. (teacher name) and Mrs. (teacher name) taught me. I feel more comfortable because I know I can do it.”
Do you feel that your resource class has helped you perform better in your content ELA class? How do you know?
“Yes, because I do better when I get specific feedback and my teachers give it to me when I am writing or trying to describe what I am reading. They help me focus more on my details. Mrs. (resource teacher name) breaks down what we are doing, and Mrs. (content area teacher name) makes sure I understand in class.”
The following writing samples highlight Student B's growth in writing from sixth grade to eighth.
6th Grade 8th Grade
Student C (Reading and Writing Growth)
Student C is a 6th grader at MGM. He is currently in all general education, grade-level core classes, and receives intensive reading instruction with a SPED teacher one class period each day (in place of a World Language class). His content area teachers provide him with materials, assignments, and tests that are accessible by his assistive technology. This ensures that he has the same access to information as his peers in a format that will read the text to him. It also allows him to be an independent learner. In the SPED classroom, he is instructed with a structured literacy program that uses both the teacher and technology to deliver lessons based upon his needs.
Regarding his growth over time, Student C has played a pivotal role in his overall success. His mindset shift has been a critical factor in his growth. Reading was difficult for him so he avoided it at all costs. He was very dependent on adults to help him be successful in school and to read everything to him. He was not motivated to learn to read after experiencing so much failure. After initially resisting the structured literacy format and content at MGM, he soon began to see success and began to be able to read simple words and text. With each success, he was more and more motivated to learn. Once he became fully engaged in his own learning, his reading drastically improved. His SPED instructor added a daily fluency exercise to his program after noting that his oral reading was not improving. Since then, his fluency has improved along with his reading comprehension.
With regard to supports, the student has assistive technology in the form of a Chromebook loaded with Co:Writer and Snap & Read. These speech-to-text and text readers allow him to fully participate and perform in general education. He is also allowed to test in small groups with extended time so that he can engage with texts at his own pace.
Student C has a severe learning disability in reading, along with dysgraphia and dyslexia. He started the school year unable to decode simple 3-letter words, and he was reading as a beginning reader with a Lexile of BR400. He is now slated to end the year reading at 160L.
Below, the student provides his perspective on his mindset shift and improvement in reading and writing.
What strategies have helped you improve in the areas of reading and writing?
“I use my device and pay attention when Mrs. (resource teacher name) reads to me. I also try to make sure I am sounding out the words.”
How has your mindset changed from sixth grade to now (being in eighth grade) when it comes to reading and writing?
“I am more confident when I am writing so I try more. I also practice more than I used to because I want to keep getting better at reading.”
Do you feel that your resource class has helped you perform better in your content ELA class?
“Yes, because Mrs. (resource teacher name) gives me a lot of practice, and I feel like I can do work in Ms. (content ELA teacher name)’s class when I get good grades on my probes.” Note: Probes are conducted as a progress-monitoring tool to gauge student learning and improvement.
The following writing samples highlight Student C's growth in writing throughout sixth grade. The STAR 360 growth report highlights his growth in reading.
Fall Winter Spring
STAR 360 Growth Report
Evidence Block Three: Differentiation to Support Students with Disabilities in Regular Education Classes
- In an effort to serve all of our students and guarantee access to learning, we have committed ourselves to our work plan goal of differentiating instruction across grade levels and content areas. This commitment ensures that students with disabilities have access to the learning in all classes and content areas.
- Regrouping in 7th grade Science (Genetics Lesson):
- Previous standardized test results showed a decline in Science performance for students across grade levels, particularly among our special needs population. A strategy used in 7th grade Science classes served as a means of addressing this decline and ensuring access to instruction for students with disabilities and special needs. Seventh grade Science teachers implemented a regrouping strategy based on data from a formative quick-check assessing students’ understanding of genetics. Students were placed in an enrichment group if they demonstrated mastery and a practice/reteach group if they needed more reinforcements to grasp the concepts of the unit.
- The instructional grouping arrangements enhanced student understanding and learning efficiency. Students were regrouped into homogenous chunks of students based on mastery of the content. In the “extend/enrichment” rooms, the students completed practice independently. In the “practice/reteach” room, students were working in small groups and/or pairs to complete the task. The activities in each group were differentiated based on student success on the quiz. Students in the extend groups completed a double Punnett square, and the practice/reteach group required students to recall foundational vocabulary as well as practice single Punnett squares.
- Whole class groupings/instruction was used throughout each room as needed for review of assignment expectations, or particularly in the practice/reteach room, to ensure that all students were grasping concepts from their partner/group work. Accommodations were communicated among teachers to ensure that students with disabilities received instruction and worked according to their needs.
- Teacher practices displayed understanding of most student anticipated learning difficulties. The teachers structured the groups as a gradual release of responsibility and modeled their thinking first then they moved into practice. They monitored student work to ensure understanding and access to learning. While students conducted practice in small groups/pairs, the teachers visited groups to provide clarification and extensions for students who were struggling to identify phenotypes and genotypes. The teachers also provided students with extended time to complete various steps in the lesson (and let students know ahead of time that she would be cold-calling so that they would be prepared to answer).
- The teachers regularly provided differentiated instructional methods and content to ensure children have the opportunity to master what is being taught. The activity of the reteach group required students to review academic vocabulary and basic understandings around the workings of genetics. They practiced one Punnett square. The extend groups reviewed academic vocabulary as needed during the lesson. Students worked on multiple double Punnett squares, the first with the teacher and two individually. The pacing of the extend groups was more brisk. They reviewed necessary vocabulary quickly during the teacher model section of the lesson. There was intentional focus on academic vocabulary and literacy skills in the practice/reteach group.
- A video highlighting the teachers' process and student testimonials is below.
The following graph details the growth of students with disabilities from pre-assessment to post-assessment.