There are some discussions that slip by within the IEP meetings but afterwards, I feel we may have missed the mark by not addressing the elephant in the room. Consider the following: A student who is 13 years old in 8th grade, reads words and comprehends the written page at the 2nd grade level. Given the fact that according to recent findings, “According to NAEP and related literacy statistics, about 64% of U.S. eighth graders are reading below the NAEP Proficient level, meaning they are not meeting grade-level expectations”, this is not unusual. And it applies to math and written language as well at similar levels of competency (or lack of).
However, during many meetings with school personnel, I hear discussions about assuring these students “access grade level curriculum” in these core subjects. So how does this truly play out within the classroom?
Basically, there are levels of support including “tiered” systems like additional academic interventions within general education as well as specially designed instruction within special education.
Based upon my experience as an education advocate since 1998 as well as an “insider”, with a resume that highlights Director of Special Education, Behavior Specialist, Highly Capable Coordinator, principal, and K-8 teacher for many years, I just don’t see direct instruction at a student’s instructional level as much as I would imagine. Sure there are online programs where the system creates activities at the students’ level but this seems to be supplemental. For example, I rarely see a struggling teenager accessing the core instruction within literature, science, social studies, or even math at their independent / instructional levels when it leans into over two or more years of a gap. Specially, are there books addressing the same content but at their reading level? Likely not. These students often have to make do by experiencing falling farther behind.
I know this is a generalization and in some situations, exaggerated. Then again, it’s really a common experience for many students.
Certainly, there is an instructional strategy and methodology called UNIVERSAL DESIGN FOR LEARNING. And one of the foremost leaders in this movement is Katie Novak. I think the world of her and her work. [https://www.novakeducation.com/] . But I rarely find this practice throughout our schools. And I work all across the country. If there was one thing we could so right now … I would advocate for nationwide training lead by Katie and her colleagues!
Please tell me what you experience related to this post. Please disagree with me and point in directions where I am off the mark. Or share your perspective.
Thank you.
Larry