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Frank Elementary students with IEPs consistently meet growth targets and match the complexity in writing of those students without IEPs.
Frank Elementary students with IEPs consistently meet growth targets and match the complexity in writing of those students without IEPs.
Students at Frank School are diverse learners that show academic growth in reading, writing, and math. Our population has 14.8% of students with an Individual Education Plan (IEP). EL Education has guided our shifts in instruction to focus on learning expeditions, the signature curricular structure of EL Education schools, that are compelling to all, especially for exceptional learners who could left out of engaging and rigorous curriculum without modifications or accommodations based upon their IEP. Our general and special educators work side-by-side to develop and implement engaging and accessible curriculum to support exceptional learners. Through differentiated instruction, all students experience rigorous daily instruction that provides them with the needed supports to demonstrate their knowledge through their work and assessments. Our EL journey is providing the framework for students with IEPs to be successful.
The school wide MKS benchmark of 60% of students meeting MAP growth goals in Reading has been met since the 2014-15 school year by students with IEPs. Although the benchmark was met in 2015-2016 by our exceptional learners, there was a 19-point percentage drop in student meeting their growth goals. In this year there were some staffing shifts that had impact on academic and character student outcomes. As we worked to support incoming staff student growth continued to grow.
Frank students with IEPs have seen growth goals on MAP that surpass our 60% school goal. Students set individual goals for reading and outline the steps needed to meet their growth goals. Though lessons in literacy are differentiated for students based upon need, the expectations for learning are the same. Students are supported by a special education teacher in small groups to ensure success. Small groups provide intense, direct instruction of literacy skills needed to meet growth goals on MAP.
Literacy lessons start whole group with a learning target designed to meet grade level literacy standards. Students needing further scaffolding of the learning target then receive a second lesson with text at their level in a small group. This purposeful practice supports literacy skills so students can successfully transfer their knowledge to assessments and other areas of study.
Math growth for Frank students with IEPs consistently meets our school goal of 60%. All students enhance their mathematical strategies through the use of manipulatives, daily fact practice, number talks, and in-depth problem solving. Students with an IEP that requires further scaffolding of mathematical skills, receive support from both their regular education and special education teacher. Students with IEPs work closely with the special education teacher on vocabulary, language, and terms to meet growth goals on MAP.
"We always participate...I follow my target to do good in school." - 4th Grade student who has an IEP speaking about how he participates in a general education classroom.
Applying Knowledge and Skills to High Quality Work
Applying Knowledge and Skills to High Quality Work
It is through students experiencing learning expeditions that students with IEPs feel the spark of learning while they are accomplishing a complex product. All Frank students create work that demonstrates complexity. Students apply, analyze, evaluate, and create work that is rigorous and includes higher-order thinking. The expedition process makes the standards come alive for students. These provide in-depth studies of a topic with real-world connections that inspire students to reach higher levels of academic achievement. In learning expeditions all students engage in original research, critical thinking, problem solving, and they build character along with academic skills. All learning expeditions explicitly focus on building literacy skills particularly in reading and writing nonfiction text and writing from evidence.
The products below are side by side product examples from learning expeditions of students in general education and students with an IEP.
Second grade students studied local businesses and focused on needs and wants. They visited our downtown area and after more research created their own version of a Yelp page and made a "Frelp" booklet that shared information and demonstrated that student could meet the rigor of grade level standards. The booklets are displayed at our local museums for visitors to see what Kenosha has to offer. The first product was created by a student with and IEP and the second product is from a student in general education. Though one is written and one is typed, each author engaged the reader and presented the business in professional format.
Fourth grade students studied Wisconsin and then zoomed in on Wisconsin agriculture. The final product was a brochure given out at the annual Kenosha Dairy Farm breakfast to showcase other Wisconsin products that people can purchase. After exploring multiple perspectives students urged consumers to buy from local farms to help support the farmers' land and families. The two pictures on the left are from a student with an IEP and the two on the right are from a student in general education. Both students wrote facts about their product and made a convincing argument for buying it locally and met the rigor of grade level standards.
For their final product, fifth grade students wrote letters to educational leaders with urgency to begin a recycling program in Kenosha schools. Over several weeks, students collected and weighed paper, plastic, and milk cartons. The amount collected was astonishing! Student applied knowledge and skill gained from across content areas to advocate for change and meet content and ELA standards. Students were eager to share this data with school leaders at our Celebration of Learning. The first letter was written by a student with an IEP and the second letter was written by a student in general education. Each letter, written in professional format, gave facts about garbage and recycling.
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