From Forgotten to Fearless: How SPED Students Led a School’s Literacy Comeback

Just before the pandemic, I was a principal at a historically low-performing school. The school had been trapped in a cycle of failure, weighed down by systemic gaps and low expectations, particularly for our Special Education (SPED) students. These students had long been relegated to outdated Individualized Education Plans (IEPs) that kept them locked into standards two to three grade levels behind. Many never even had the chance to engage with grade-level material.

But in my first year, something extraordinary happened. Our school jumped from an F to a B rating—and it was our SPED students who played a pivotal role in this turnaround.

The Opportunity Myth in Real Time

Every day, I witnessed what The Opportunity Myth describes so well: capable students being denied access to rigorous instruction simply because of outdated systems and assumptions. Our SPED teacher, who had no formal training in literacy instruction, was initially focused solely on IEP compliance—ensuring accommodations were met, rather than accelerating learning.

It was a broken model, and it wasn’t working.

Studying the Data: Moving Beyond Growth to Proficiency

The district’s focus was on growth—they used NWEA’s MAP assessment to track whether students were making progress. But growth alone wasn’t enough for me. I needed to see how many SPED students could hit high growth and, for those who were capable, move to proficiency.

So I dug into the data and broke the students into four groups:

?? Red/Orange (Bottom 10%) – These were the lowest-performing students who had been overlooked for far too long. ?? Yellow (Approaching Proficiency) (25%) – These students were close but still not on grade level. ?? Green (Proficient) (40%) – Students already meeting grade-level expectations. ?? Blue (Above Grade Level) (25%) – High-achieving students excelling beyond grade level.

But my real focus? Who in the Red and Yellow groups could be moved up with the right instruction?

?? My Target Goals for Movement: ? Move at least 50% of Red/Orange students to Yellow (Approaching Proficiency). ? Move at least 50% of Yellow students to Green (Proficient). ? Ensure at least 80% of Green students stay proficient or move to Blue (Above Grade Level). ? Encourage continued academic challenge for students already in the Blue category.

Refining the IEPs: A Systemic Overhaul

One of the first changes we made was a deep dive into every IEP. What we found was shocking—most were outdated, failing to reflect the students' actual needs or potential. Many parents weren’t even fully aware of what was happening with their child’s education.

? We held IEP meetings with parents, ensuring they had a voice in their child’s academic plan. ? We aligned IEP goals with grade-level standards, instead of keeping students stuck at remedial levels. ? We prioritized literacy interventions in the IEP process, ensuring every student had access to structured, research-based reading instruction.

For the first time, SPED students weren’t just receiving accommodations—they were receiving opportunities.

The Literacy Shift That Changed Everything

With refined IEPs, we launched a targeted literacy intervention program designed to ensure students could access grade-level content while still receiving the support they needed: ? Explicit, systematic phonics instruction tailored to students’ learning profiles. ? Daily phonemic awareness drills to build decoding fluency. ? Small-group literacy instruction with high-interest, decodable texts. ? Parent engagement strategies that empowered families to support literacy at home.

But perhaps the most impactful change? SPED students had daily opportunities to attend their grade-level classes with an Educational Assistant.

This was a game-changer. No longer isolated in a separate setting, these students engaged with their peers, heard grade-level vocabulary, and participated in rigorous instruction with the support they needed to succeed.

No More Passive Teaching: The Teachers Had to Increase Their Teaching

Once I identified the students in red and orange, I knew they could move—if we increased our focus on them.

So I raised the bar: ?? The SPED teacher and three aides had to increase their teaching—we couldn’t afford passive instruction anymore. ?? We targeted skill gaps with precision, ensuring these students were no longer overlooked. ?? Most importantly, the students were READY—they just had never been given the chance.

The Breakthrough: When SPED Students Became Literacy Leaders

The results were undeniable. Students who had been written off as “too far behind” not only met their goals but exceeded expectations. One student, previously classified as a “non-reader,” began reading fluently by the end of the year. Parents noticed the change. Teachers saw the shift. Confidence replaced frustration.

?? “For the first time, my child felt like they could actually read a book on their own,” a parent shared. ?? “These kids just needed a chance. They were never the problem—the system was,” our SPED teacher admitted.

This wasn’t just about moving a school’s rating. It was about restoring dignity, agency, and belief in students who had been underestimated for far too long.

The Lesson: Stop Underestimating SPED Students

Our success wasn’t a miracle—it was intentional.

SPED students are often denied access to rigorous literacy instruction because the system prioritizes compliance over cognitive development. But what happens when we shift that mindset? What happens when we demand grade-level access, high expectations, and literacy-first interventions?

We saw it firsthand—students rise to the level of expectation, not the limits of their labels.

Beyond Growth: The Real Goal is Proficiency

While the district focused on growth, I focused on who could hit high growth—and who could actually reach proficiency.

?? How many students in SPED programs are sitting at “approaching” year after year—just one step away from proficiency? ?? How many more students could move to grade level if we simply targeted their exact skill gaps instead of keeping them stuck in an outdated system?

Growth is not enough if students are still behind. We have to get them to proficiency.

Our students didn’t need pity—they needed opportunity. And when given that, they thrived.

Let’s Talk! How Can I Help Your School?

If you’re an educator, school leader, or literacy advocate, I’d love to help your school move beyond just growth and into real literacy success.

?? Go to my profile and book a call with me! Let’s discuss how I can support your team in creating high-impact literacy transformation.

What’s Your School’s Approach?

?? What is your district doing to ensure SPED students reach proficiency, not just growth? Drop your thoughts in the comments!

Hashtags for Visibility

#LiteracyLeadership #SPEDSuccess #EducationMatters #CognitiveLiteracy #MAPGrowth #IEPGoals #ReadingForAll #InclusiveEducation #CloseTheGap #EducationalEquity #ReadingWarriors