Twenty-one years ago, I made a pivotal decision that would shape my career as an educator. With a background in K-8 Elementary education and a budding career in special education, I found myself at a crossroads. The Individuals with Disabilities Education Act (IDEA) was undergoing changes, and I felt that these shifts were not serving the best interests of my students. The lack of emphasis on progress monitoring—a crucial element in personalizing learning goals—prompted me to transition out of special education and into regular classroom teaching.
My journey began in a challenging environment: a self-contained cross-categorical class in a Success for All (SFA) school. The student population was diverse, with 90-95% qualifying for free or reduced lunch, and many were non-English speakers or just beginning to learn the language. As a new teacher, I was thrust into the deep end, managing 290-minute daily blocks of SFA instruction. Simultaneously, I enrolled in a master's program for cross-categorical special education K-12, recognizing the gaps in my initial teacher training, particularly in reading instruction.
The intensive SFA Roots program became my training ground, complementing my graduate studies. I delved deep into special education principles, Bloom's Mastery Learning, and the art of crafting comprehensive, SMART goals for Individualized Education Programs (IEPs). My toolkit expanded to include proficiency in the Brigance Inventory of Basic Skills and the Woodcock-Johnson Inventory of Academic Skills. Although my time in special education was relatively short—just four years—the insights and methodologies I gained were invaluable.
As IDEA continued to evolve, I felt compelled to move into a regular education classroom. I took on a 6th-grade class in an elementary school, facing a daunting challenge: these students were among the worst-performing in the entire state. The classroom was woefully under-resourced, lacking sufficient curriculum materials and textbooks. Drawing on my diverse experiences—SFA training, Bloom's Mastery Learning, goal-setting, and progress monitoring—I crafted a unique approach to address the needs of my students.
My methods were unconventional but effective. I incorporated 20+ days of intensive reading, singing, Socratic seminars, and handicrafts to foster a love for learning. Kagan Cooperative Learning and Power Teaching (now known as Whole Brain Teaching) became cornerstones of my approach. Perhaps most importantly, I drew from my personal experiences as a special education student with severe dyslexia and dysgraphia, allowing me to empathize with and motivate my struggling learners.
The results were nothing short of remarkable. From being the worst-performing 6th grade in the district, my class transformed into the highest-performing in the state. This achievement, which I likened to a Herculean feat, was the result of a carefully crafted methodology I called the "Reading Boot Camp."
Starting with the 6th grade—the highest grade in our elementary school—I used the Brigance inventory to identify learning gaps and areas needing improvement. This data-driven approach provided invaluable insights into trends and areas of concern across the student body.
Ironically, despite the success, the district decided to move the 6th grade to the middle school. What struck me as peculiar was that no one from the district administration ever approached me to inquire about the process that led to this dramatic turnaround. It was a missed opportunity for the district to learn and potentially replicate a successful model.
My journey from special education to regular classroom teaching, and the subsequent development of the Reading Boot Camp, exemplifies the power of innovative thinking in education. By combining various methodologies, drawing from personal experiences, and maintaining a steadfast commitment to student success, I was able to achieve what many thought impossible. This experience has solidified my belief in the importance of personalized, data-driven instruction and the need for educators to continually adapt and innovate to meet the diverse needs of their students.
A U.S. law ensuring students with disabilities receive appropriate educational services. It emphasizes individualized education plans and inclusion.
2. Special Education Progress Monitoring:
Regularly assessing and tracking the progress of students with special needs to ensure their educational goals are being met and to adjust interventions as necessary.
3. IEP (Individualized Education Program) Goals and Objectives:
Specific, measurable targets set for students with special needs, outlining their educational aims and the steps to achieve them.
4. Brigance Inventory of Basic Skills:
A comprehensive assessment tool used to evaluate a wide range of academic skills across multiple subject areas and grade levels.
5. SFA (Success for All):
A whole-school reform program focusing on early reading intervention and cooperative learning strategies.
6. Whole Brain Teaching (formerly Power Teaching):
An instructional approach that engages students through gestures, repetition, and active participation to enhance learning and retention.
7. Kagan Cooperative Learning:
A structured approach to group work that ensures equal participation and individual accountability within student teams.
8. Benjamin Bloom's Mastery Learning:
An instructional strategy where students must demonstrate mastery of a topic before moving on to the next, with additional support provided as needed.
9. Bloom's Two Sigma Problem:
Bloom's research finding that one-on-one tutoring combined with regular testing and feedback resulted in the average student performing two standard deviations (about two grade levels) above the average student in a conventional classroom setting.
These approaches collectively emphasize:
- Individualized instruction
- Regular assessment and feedback
- Active student engagement
- Cooperative learning
- Structured, systematic teaching methods
- Addressing diverse learning needs
- Data-driven decision making in education
The combination of these methodologies aims to create a comprehensive, adaptive educational environment that can significantly improve student outcomes, particularly for struggling learners or those with special needs.
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