Putting Things in Place So That Special Education Students Can Show Growth and Proficiency to Move a Low Performing School From a D to a B in 1 Year

Did you know that many Special Education students underperform not because of their abilities, but because they miss out on on-grade-level content? State tests often lead to anxiety and frustration for these students, but with intentional planning, targeted support, and the right strategies, they can show remarkable growth. It requires a collaborative effort between teachers, administrators, parents, and students. Here’s how we transformed our school’s performance in just one year and helped Special Education students thrive.

Understanding Individual Needs

Improving student performance starts with understanding each student’s unique needs. This involves reviewing Individualized Education Programs (IEPs) to identify specific accommodations and modifications. Are students receiving the necessary support to access on-grade-level content? Tailoring instruction to address each student’s strengths and weaknesses is key to closing skill gaps.

I took on the role of principal at a school that had been stuck with a D or F rating for 10 years. One of the biggest challenges we faced was a large percentage of 4th-grade Special Education students preparing to take the state test. For years, the school had relied on a pull-out program, causing students to miss crucial reading and math instruction. The narrow focus on IEP-specific skills left significant gaps in their understanding of grade-level content. After reviewing the data, it was clear that a major shift was urgently needed.

Creating an Inclusive Learning Environment

The first step was meeting with the SPED staff to review student data and discuss what was happening during pull-out sessions. We identified gaps and introduced the concept of "push-in" support, where the SPED teacher or aide would join students in the regular classroom to ensure they grasped targeted strategies.

We collaborated with general education teachers to support students in accessing both IEP-based and grade-level instruction. This approach made students feel included in the learning community while addressing their unique needs. Some teachers were initially hesitant to shift away from the pull-out model, and parents were concerned about how these changes would affect their children. Through open communication and regular meetings, we built trust and created a shared vision for student success.

To further support diverse learning styles, we adopted Universal Design for Learning (UDL). By providing multiple ways to access information (visual, auditory, hands-on) and express understanding, students engaged more confidently with the content. Incorporating these accommodations into daily instruction reduced anxiety and set them up for success in formal testing environments.

Focused Instruction and Targeted Interventions

Pull-out sessions were adjusted to incorporate grade-level strategies alongside IEP goals. We used data to identify skill gaps and tailored small group or one-on-one instruction to address these areas. Progress monitoring was essential; it allowed us to adjust both classroom and pull-out support as needed. As students improved, we held conferences with parents to update IEPs and keep them informed. Some students showed such significant growth that they transitioned out of the SPED program.

Take Anna, for example. She struggled with both reading fluency and comprehension. By implementing targeted interventions during push-in support and focusing on grade-level materials, we saw her confidence soar. By the end of the year, Anna had improved her reading level substantially and felt more empowered during state assessments.

Addressing Gaps in Teacher Training

We discovered that the SPED teachers and aides needed more training to effectively teach reading and math beyond just addressing IEP goals. My administrative team designed tailored professional development sessions based on identified areas for growth.

The training empowered the staff to go beyond IEPs and support students' academic development in meaningful ways. This shift directly impacted how students engaged with both IEP-based instruction and grade-level content.

Regular Progress Monitoring and Adjustments

Regular progress monitoring was crucial to ensure students stayed on track with their goals. We implemented formative assessments throughout the year to gauge each student’s progress, allowing us to fine-tune instructional strategies.

Additionally, regular meetings were held to update IEPs and involve parents in the process. This ongoing communication was key to maintaining a consistent support system for students and setting them up for long-term success.

The Results: A Remarkable Turnaround

The impact was profound. In just one year, the school moved from a D to a B. This improvement was largely due to the success of our Special Education students, who showed that with the right support, targeted instruction, and a focus on both IEP goals and grade-level content, they could not only grow but also achieve proficiency on state tests.

This experience reinforced the importance of intentional planning, collaboration, and a commitment to ongoing progress monitoring. It showed that when Special Education students are supported comprehensively, they can achieve far beyond traditional expectations.

Conclusion: A Call to Action

State tests don't have to be a source of anxiety for Special Education students. By understanding individual needs, creating inclusive environments, providing focused instruction, and regularly monitoring progress, these students can exceed state assessment benchmarks.

So, educators and administrators, what changes can you make in your school to support Special Education students? By rethinking traditional methods, involving both SPED and general education teachers, updating IEPs with ongoing data, and committing to targeted professional development, we can create environments where all students thrive. This is how we unlock their potential and move schools forward. Let's have a conversation!#special education #teachers #principals #Superintendent #Parents #Literacy consultants #SPHED Supervisors