Mediation, Resolution or Litigation? Special Education

Special education mediation is a three party process, the families, school district, and a neutral trained mediator. Parents should bring a Special Education lawyer and or a Special Education expert if they feel the DISTRICT is OBSTRUCTING/HOSTILE or HIDING NONCOMPLIANCE ISSUES. The specially trained neutral mediator helps to resolve issues of educational access and IDEA compliance. They may find the school in compliance with some level of noncompliance, they may require the school to modify educational programs or offer corrective and compensatory educational services. A dispute between a parent and school district is not in the interest of the child. Some Special Education personnel may be overwhelmed by their caseloads and they are unable to meet the Goals and objectives of a child's special education program. This does not mean school districts can opt-out and not provide full services.

QUESTION YOU MIGHT ASK BEFORE GOING to MEDIATION or your first IEP meeting? 

• Is my child making measurable academic progress? Is my child regressing or stagnating academically? What are the progress monitoring instruments being used to measure, evaluate, and modify the special education programs when progress is not made or goals and objectives not being met? Are they Science-based, Research-based, Evidence-based, and or CBM BEST PRACTICES? What documentation do you have and or use, is the documentation in full compliance with state or federal IDEA requirements. 
• What evaluation tools, diagnostic inventories, and baseline assessments are you using to evaluate my child for the initial IEP and or ongoing progress monitoring? What documentation do you have and or use, is the documentation in full compliance with state and federal IDEA requirements. 
• What documentation do you use to evaluate the effectiveness of your special education programs and the effectiveness of your goals and objectives? 
• Are you using overarching goals with no short-term objectives?
• Do your IEP goals and objectives match the student's current academic levels? What documentation do you have and or use, is the documentation in full compliance with state and federal IDEA requirements. 
• What ongoing documentation do you use and have that shows what occurs when a student is not making progress on short-term objectives or long-term goals?
• How competent are the progress monitoring tools? What determines what progress monitoring tools are used and how often. What is the frequency of their use, weekly, monthly, annually or semi-annual? What do you measure (evaluative /diagnostic)? What is your interpretation of a comprehensive baseline of current academic skills and or competency levels? What documentation do you have and or use, is the documentation in full compliance with state or federal IDEA requirements. 
• Are the goals and objectives clearly/explicitly based on current comprehensive academic baseline data? What documentation do you have and or use, is the documentation in full compliance with state and federal IDEA requirements. 
• Is progress monitoring being effectively used with my child, is it researched and a scientifically based best practice? What documentation do you have and or use, is the documentation in full compliance with state and federal IDEA requirements. 
• Is the data collected from progress monitoring and the comprehensive academic baselines being used to write new long-term goals and short-term objectives? What documentation do you have and or use, is the documentation in full compliance with state or federal IDEA requirements. 
• Do you write SMART goals and objectives for each academic subdomain (reading: decoding, fluency, vocabulary, reading comprehension)  and or area of weakness for each academic area on the IEP? What documentation do you have and or use, is the documentation in full compliance with state and federal IDEA requirements. 
• What kinds of data do you use to chart progress monitoring? 
• How often do you collect data from progress monitoring and share that data with teachers and parents? 
• What procedures do you have in place when a student is not meeting short-term objectives? 
• How often is progress monitoring data being presented to me my child, and the teacher?

[PDF]Parents' Guide to Special Education Dispute Resolution - Virginia ...The special education process and identifying options to resolve concerns. The parent ..... This manual will explain and describe mediation, complaints, and due ...About 2,190,000 results (0.46 seconds) 

[PDF] Mediation of Special Education Disputes in Pennsylvania - Penn LawPennsylvania's Office for Dispute Resolution (ODR) operates the mediation ..... Zhou's holding that ODR's “Special Education Dispute Resolution Manual” ...

[PDF]Special Education Dispute Resolution Handbook - Center on ...These three programs are: (1) special education mediation; (2) special education complaint ... and working through TEA's special education dispute resolution system. ...... 

[PDF]Special Education Mediation Q & A - p-12 : nysedSpecial education mediation is a voluntary process in which parents of students with disabilities and school ... If the parents and the school district resolve a dispute through the mediation process, they must .... SafeguardsNotice.pdf. How Can ...

[PDF]Comparison of Major Dispute Resolution Options in IDEA PDF ...the special education law.3. Mediation may also address disputes and conflicts related to communication about these issues. Complaint Resolution is an ...

[PDF]Dispute Resolution - NASDSENational Association of State Directors of Special Education (NASDSE) ..... primary components of a state's dispute resolution system—complaints, mediation,.

[PDF]Dispute Resolution in Special Education - American Bar Associationto state-sponsored mediation to resolve the matter, but Elena is reluctant to do ... in a special education dispute considers her options, including ones she sees ...

[PDF]IDEA Special Education Mediation - Eric - US Department of Education(Individuals with Disabilities Education Act) dispute resolution options. Parent guides in this series include: IDEA Special Education Mediation. IDEA Special ...

[PDF]
Preparing for Special Education Mediation and Resolution Sessions:What is special education mediation? Special education mediation is a process in which a mediatorhelps to resolve a dispute between a parent and school ...


(PDF) Alternative Dispute ResolutionA New Agenda for Special ...structures for practicing appropriate dispute resolution in special education. ... special education; law/legal issues; mediation/information dispute resolution.

[PDF]The IDEA and the Use of Mediation and Collaborative Dispute ...Due process complaints under the IDEA and mediation as a solution to due .... igation/materials/2012_aba_annual/6_1.authcheckdam.pdf; Individuals with .... The Center for Appropriate Dispute Resolution in Special Education (CADRE) re-.

[PDF]Alternative Dispute Resolution - CiteSeerXprocess, formal complaints, and mediation, are all discussed as they relate to this growing ... structures for practicing appropriate dispute resolution in special education. ...... http://www.aupeace.org/files/Fisher_ThirdPartyConsultation.pdf.

[PDF]Mediation - Office for Dispute ResolutionWhen they agree to discuss their concerns, the Office for Dispute. Resolution (ODR) assigns a mediatortrained in special education law and conflict-resolution.

[PDF]Alternative Dispute Resolution in Special Education - Laura A. Athens ...resolution as a preferred means of resolving special educa- tion disputes. The Act, which .... Education also provide for mediation of special education disputes.

[PDF]Quick Guide to Special Education Dispute Resolution Processes for ...IEP. Facilitation. Not required by the IDEA; availability varies by state. Mediation. Resolution. Meeting. Written State Complaint. Due Process. Complaint/.

[PDF]Considering Mediation for Special Education Disputes: A School ... states where mediation was available, “parents and schools have resolved their ... child with disabilities in resolving their dispute in an informal setting. The mediator ... districts may decline tomediate special education disputes. Some of the ...

IEP Reading Goals & Objectives “SMART IEP GOAL's"

The lost art of writing actionable, child specific SMART goals and objectives. 

SMART IEP Goals and objectives are explicit and clearly written statements in plain English that all stakeholders can easily understand. They are specific, measurable, attainable, relevant to the child's academic levels, and timely. They describe in very easy to understand specific and measurable terms what a student will be learning and focusing on. An IEP Goal is the long-term or MACRO view of what a student is expected to learn and the objective is short-term or the micro process by which they will get there. Big plans and small steps using researched and science-based progress monitoring. 

SMART IEPs White Paper 

IEP goals and objectives need to be clearly written for each of the specific types of reading skills that are being REDRESSED and targeted. The IEP reading goals need to be based on a comprehensive evaluation of a student's current academic levels. 

A “SMART” IEP GOALs
S      Specific | Scholarly | Studious
M     Measurable | Meaningful | Mighty
A      Attainable | Adroit | Accelerated at Times
R      Relevant | Rigorous | Robust

T      Timely | Tailored | Targeted

A student's IEP reading goals and objectives should reflect the student's current academic levels i.e. strengths and weakness in phonemic awareness, decoding, vocabulary, reading fluency, and reading comprehension: inferencing, drawing conclusions, finding key details, themes, ideas. IEP academic goals need to be based on current state academic standards, and they should be "SMART" and strengths-based.

Example of a well-written SMART reading goal: 

Annual IEP Goal # 1 

Reading Skill: Reading Accuracy and Fluency

Given an end of fifth-grade level (5.8) reading passage, Sean will read a "nationally normed" multi-paragraph reading passage aloud in a small group setting, fluently (>155 words per minute), and with 95% accuracy as measured by teacher observations using a running record on three separate occasions each semester.

Example of well-written objectives

1. Sean will read fifth-grade level (5.0) Dolch sight words aloud accurately 85% of the time, as measured by teacher observations using a running record on three separate occasions each quarter.

2. Sean will apply phonetic rules to decode and sound out fifth-grade level (5.8) phonetically-irregular words when reading aloud 85% of time, as measured by teacher observations using a running record on three separate occasions each quarter.

3. Given fifth-grade level (5.8) reading material, Sean will read sentences aloud with 85% word accuracy at 165 words per minute or faster, as measured by teacher observations using a running record on three separate occasions each quarter.

Types of Student Engagement

Student “Types of Student Engagement” Focus

Student engagement presents itself in many shapes, forms and degrees, for the positive and or negative. The student's educational attitudes, adaptability, creativity, values, beliefs, interests, curiosity, competency levels, and resiliency play the biggest roles in a student engagement. The degree of resiliency, inquisitiveness, focus, curiosity, adaptability, creativity, interest, optimism, commitment and passion that a student demonstrates when they are learning, and working will be the key to deep and lifelong learning. “It is your attitude, more than your aptitude, that will determine your altitude.” Students that are not engaged and not committed will be a drain on the learning community. Motivation, curiosity, commitment, and resiliency will transform learners and help them thrive in all their educational endeavors.

Radical “Jedi/Herculean” Focus         “                                                                       ” Obsessed with making, creating, and doing, hyper Inquisitive, super passionate, deeply committed, highly adaptable, creative, fascinated, inspired, resilient, and radically curious about creating a physical, spiritual, and intellectual metamorphosis in themselves and others. Always seeking the invaluable truth. Redressing inequalities of the forgotten, neglected and oppressed. Seeking the wisdom and knowledge that strengthens and transforms themselves to be bold in thought, deeds, and goals, ultimately transforming their world!	Radical “Awesomeness” Attention Obsessively Committed & Radically Engaged
Socratic “Erudite” Focus         “I am training my mind to be adroit, brilliant and meticulous!” Growth/stoic minded, super Inquisitive, fascinated, reflective, insightful, and greatly curious, seeking the venerable truth of sagacious s wisdom. Using Socratic logic and great inquisitive fervor to uncover the truth from the untruth, biases, and the illogical in themselves and the world they live in. Seeking brilliant personal insights and esoteric wisdom, transforming themselves and their world of understanding.	Scholarly “ERUDITE” Attention Fervently Committed & Brilliantly “Socratic” Engaged
Mindful “Attentive” Focus                         “Awesome. this is fascinating!” Philosophically minded, academically interested, enthusiastic, fascinated, reflective, insightful, and deeply curious about the world they live in and their place in it! Intrinsically focused on learning from the wisdom of others and learning from their own struggles, failures, and triumphs. Training their minds to be resilient, insightful, present, and nonbiased.	Undivided “Nobile” Attention Insightfully Committed  & Outstanding Engagement
Tactical “Extrinsic MINDED” Focus                   “What do I get when I am Done?” Interested in grades and expository rewards, wants to avoid consequences, sees great value in extrinsic rewards and will abandon learning or projects if they fail or no reward is offered! May appear to be dynamically and enthusiastically interested when a reward is offered. Highly biased and judgmental.	Calculated “Compliant” Attention Measured Commitment & Low-High Engagement
Average “Predisposed” Focus                 “This might be interesting?” Highly interested in the outlandish, silly, bizarre, and crazy! Filtering and judging what is worth their time, interest and focus is quickly lost when they get bored. Low or no attention span for difficult or rigorous tasks. Loses interest when critical thinking is required.	Ordinary “Ineffectual” Attention Usually Low Commitment & & Low-High Engagement
Fake “Phony” Focus           “What is the point?” Lost and dwelling in their own thoughts (wishing, dreaming, ruminating, regretting, fearing) going through the motions, not yet fully aware of the wonders and treasures knowledge and learning have to offer.	Disingenuous Attention No Commitment & No-Poor Engagement
Hopeless “Discouraged” Focus         “I feel hopeless and helpless” Lost in their own thoughts. sadness, hopelessness, helplessness, anger, and or fear!	ZERO Attention No Commitment

Progress Monitoring Tools for Reading Interventions

K-12 Reading Interventions Progress Monitoring Resources:

PROGRESS MONITORING Unpacked and Explained

You can't improve student performance and your reading intervention programs,  if you are not actively measuring progress or the lack thereof.

Progress monitoring is the scientifically based practice of assessing students' academic performance on a regular basis for three key purposes:

1. To determine whether students are profiting appropriately from the instructional program, including the curriculum
2. To build more effective programs for the children who do not benefit
3. To estimate rates of student improvement

Progress monitoring is a set of weekly or monthly assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring the effectiveness of corrective or compensatory curriculum. Progress monitoring should be based on grade level norms and be based on researched best practice. Progress monitoring is used to assess a student's academic progress or lack of progress and evaluate the effectiveness of interventions and instructional support. Progress monitoring tells the teacher what your child has learned and what still needs to be taught. The school interventionist and or special education teachers should be collecting weekly/monthly data and creating graphs that show the student's progress and growth.

Progress monitoring for IEPs or SSTs: Special education teacher or intervention teacher uses short formative or summative tests to evaluate a child's academic progress. The most effective progress monitoring is done every week or two with all data graphed and shared with all the stakeholders. 

        RtI Programs, Section 504, and Special Education Programs need to use valid progress monitoring tools that measure, track and identify a student's strengths and weaknesses. Schools that do not use a suite of comprehensive progress monitoring tools will leave the students and the teachers at a disadvantage. School systems today may use some form of computer-based monitoring programs like the NWEA MAP assessments and or classroom-based assessment tools like the DRA for progress monitoring. My first four years of teaching special needs students taught me the power of using a comprehensive progress monitoring program 1:1 with students multiple times every quarter. Sitting with a student and assessing them vs. sitting them in front of a computer and having them take an assessment is gold vs. bronze in my opinion. 
     Helping teachers and students increase academic skills starts with valid, comprehensive, effective tools that identify strengths and weaknesses. Diagnosing academic strengths, weaknesses and potential problems using RtI diagnostic screens and assessments is one of the first steps. The Brigance Comprehensive Inventory of Basic Skills and The Woodcock-Johnson® III Tests of Achievement are the two I was trained to use. Both are 1:1, giving the teacher great insight into a students academic attitude/aptitude, thinking and reasoning skills, confidence, perseverance, self-regulation, and overall communication skills. You miss most of that when you rely on computer-based monitoring.

Progress Monitoring Resources and Assessment resources that range from screening to progress monitoring and standardized reading assessment practice.

[PDF]Response to Intervention Progress Monitoring Resources for Grades K ...
general outcome measures in foundational reading skills at the elementary grades. ....

[PDF]K-2 Progress Monitoring Resources - Florida Department of Education
Screening assessments for reading comprehension (grades 2-5) as well ... easyCBM contains screening and progress monitoring resources for assessing reading ...

[PDF]SECONDARY ASSESSMENTS: Universal Screening ... - CT.gov
SECONDARY ASSESSMENTS: Universal Screening, Diagnostic, & Progress Monitoring ... Assess critical skills and concepts. • Brief (under 10 .... Reading-Assessment Instruments – a review of 34 assessments covering K-12.

[PDF]Toolkit for Struggling Readers - Utah Education Network
The older struggling reader may need instruction in skills they missed in .... 8–9 weeks. Chart 4 includes a list of potential progress monitoring tools. .r.

[PDF]Progress Monitoring - South Carolina Department of Education - SC.gov
carefully matching progress monitoring tools to interventions provided to gauge ... highly reflective of the construct being measured (reading, writing, math ... DRA2 is a valid measurement of accuracy, fluency, and comprehension with ..... on Response to Intervention has posted on the website a manualauthored by Lynn.

[PDF]SECTION IV Progress Monitoring - South Carolina Department of ...
In addition, intervention programs may have built-in progress monitoring tools. ... monitor the development of pre-reading and early reading skills. Intervention ...

[PDF]Progress Monitoring Tools Chart - National Center on Intensive ...
This tools chart reflects the results of the review of progress monitoring tools by the Center's Technical Review Committee (TRC). .... Reading - Passage Reading.

[PDF]Progress monitoring at the Middle School Level - Idaho Falls School ...
In years past, we have used AIMSweb progress monitoring tools to ... content/uploads/2016/01/EasyCBM_Lite_Deluxe_Teachers_Manual.pdf ... There are nine Passage

[PDF]Progress Monitoring in Reading IF 9.1.16
There are two types of progress monitoring tools: mastery measures and ... as a CBMs (e.g. a grade level reading passage) and are generally norm-referenced.

[PDF]Response to Intervention: it i Progress Monitoring
Progress monitoring is a researched-based ti th t. l l ( kl bi kl ... ongoing information about basic skills. ... Excellent discussion tool for general educators looking at ... Oral Reading Fluency. 1 minute. IndividualCorrectly (WRC). Errors. Reading:.

[PDF]Assessing and tracking progress in reading comprehension - ETS.org
Assessing and Tracking Progress in Reading Comprehension: ... developing reading assessments for the National Assessment of Adult Literacy (NAAL) and the ...... http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf.

[PDF]Transcript: What Is Progress Monitoring? - Center on Response to ...
tools and implementing progress monitoring in a district or a school. My name is ..... Slide 26: This is the student copy of a CBM passage reading fluency probe.

[PDF]Progress Monitoring - Center on Response to Intervention
RTI Implementer Series: Module 2: Progress Monitoring—Training Manual. ..... progress monitoring tools, evaluate and make decisions about instruction, establish .... different instructional and behavioral strategies for various groups of students within ..... Sarah's progress on the number of words readcorrectly looks like.

[PDF]Use of ongoing progress monitoring to improve reading instruction
progress monitoring assessments for students receiving instructional ... Florida Assessment for Instruction in Reading system, oral reading fluency passages ...

[PDF]using cbm for progress monitoring in reading - Eric
Using Curriculum-Based Measurement for Progress Monitoring in Reading ... Is the Difference Between Traditional Assessments and Progress Monitoring? ... Step 2: How to Identify the Level of Material for Monitoring Progress for Passage .... In this manual, we discuss one form of progress monitoring: Curriculum-Based ...

[PDF]Response to Intervention in Primary Grade Reading - National ...
 Education progress monitoring to track at-risk students' ... assessments), select screening measures to ... appropriate grade-level reading skills, such ..... Reading (PDF).

(PDF) Using Progress-Monitoring Data to Improve... - ResearchGate
https://www.researchgate.net/.../254198183_Using_Progress-Monitoring_Data_to_Impr...The authors describe oral-reading fluency and maze fluency as assessment tools for monitoring student progress, evaluating instructional effectiveness, and ...

How to be a TEXT Detective?

TRAINING YOUR STUDENTS TO BE TEXT DETECTIVES!

Close and analytical reading is purposeful reading that uses strategies to discover the deepest meaning of a text. Highly effective readers engage in close reading strategies to extract the most meaning from a complex and demanding text.

UNRAAVEL Reading Strategies Graphic Organizer

UNRAVELReading Comprehension Strategy

Unravel/Unpack/Ropes Reading Strategies (Bookmarks).pdf
How to be a Reading Detective By Cheryl Feucht, Reading Interventionist, grades 3-5 

Become A Nonfiction Reading Detective!

CLOSE AND CRITICAL READING Handout

UNRAAVEL Strategy Student Handout

The FIVES strategies for better reading comprehension

The Super 7 Reading Comprehension Strategies

THINK LITERACY: Cross-Curricular Approaches, Grades 7-12Reading Strategies

501Reading Comprehension Questions

UNDERSTANDING (Reading)

U – Unpack the Genre, what and why are you reading? • Read the title as you underline it, read the reading comprehension questions, AND read the first and last sentence of each paragraph • Skimming the text will help you know what the reading selection is mainly about. (Numbering each paragraph is optional: NOT an OPTION with online test:)

N – Nexus with the text • Predict the main idea, and or themes of the passage based on your initial skimming • Use prior knowledge from similar passages to make connections • Use the title, heading, subheadings, pictures, graphs, etc. • Ask the text questions as you read • Nexus (“the act of binding together; bonding”)

D – Deduce and detect important ideas, concepts, facts, opinions, claims, and inferred ideas "keywords" • Deduce the important keywords and double underline each “idea” word if possible • This will help you locate the answers later. • It makes it easier to organize your writing and thoughts.

E – Eliminate the unimportant details, distractors, foofaraw, and any obviously wrong answers (Distractors are the multiple choice response options that are not the correct ANSWER)

R – Rank the text • Rank keys ideas in order of importance 1-5, 1-3, Roman numerals, etcetera …

S – Subitize the main ideas and keywords. • Place the main ideas and keywords into groups. • What ideas or keywords keep showing up the most? THAT IS THE MAIN IDEA!

T – Text code it! • Confirm thoughts, Contradicts your thoughts, Raises a new question, Confuses you, Super important, Answers a question, Is new idea, interesting, or surprising An unknown word or a word that gets repeated

A – Answer the Reading Comprehension Questions in your mind and or your notes? • So you think you know what to look for and where to find it in the text • The reading comprehension questions usually explain the main ideas of the whole passage. • Do NOT answer anything yet • Mark where you found the answer

N – Nexus with the reading questions again • Is the question asking you to infer, find the main idea, draw a conclusion. Deduce the author's viewpoint, the main ideas, inferred ideas, themes and or ideas of the passage based on your initial skimming • Use prior knowledge from past close reading to make connections • Use the pictures, graphs, etc. • Ask the text questions as you read

D – Deduce, detect, and delete bogus “distractors” answers • Wrong, phony, false, fake ideas, concepts, facts, opinions, claims, and or inferred ideas must be eliminated! • Cross out any silly extraneous answers

I – Inspect your answer and find the exact answers in your text • Write the NUMBER of the paragraph and line number where you found your answer (or inferred answer) next to the question you selected

N – NEVER SKIP, NEVER RUSH, NEVER DOUBT YOUR ABILITY TO BE A TEXT DETECTIVE!

G – Go for the WIN, answer the question!

SkyDancing World Championships Sky Dancing Brain Break

SkyDancing World Championships 

STAAR Released Test Answer Keys 2018-2019 Mathematics and Reading

STAAR Mathematics and Reading Test Forms and Answer Keys 

Texas STAAR Released Test Answer Keys 2019-2020 Mathematics and Reading STAAR Mathematics and Reading Test Forms and Answer Keys

Grade	Test Forms	Answer Keys
3	Mathematics: 2019 | 2018| 2017 2016 | 2014 | 2013	Mathematics: 2019 | 2018| 2017 2016 | 2014 | 2013
	Reading: 2019 |  2018| 2017 | 2016 | 2015 | 2014| 2013	Reading: 2019 |  2018| 2017 | 2016 | 2015 | 2014| 2013
4	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013
	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Reading: 2019|  2018 | 2017 2016 | 2015 | 2014 | 2013
	Writing: 2019 |  2018 | 2017 2016 | 2015 | 2014 | 2013	Writing: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
5	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013
	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Reading: 2019 |  2018| 2017 | 2016 2015 | 2014 | 2013
	Science: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Science: 2019 |  2018 | 2017| 2016 2015 | 2014 | 2013
6	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013
	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
7	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013
	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
	Writing: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Writing: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
8	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013	Mathematics: 2019 |  2018| 2017 2016 | 2014 | 2013
	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Reading: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
	Science: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Science: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
	Social Studies: 2019 |  2018 2017 | 2016 | 2015 | 2014 2013	Social Studies: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
High School	Algebra I: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	Algebra I: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
	English I: 2019 |  2018| 2017 2016 | 2015 | 2014 2013 Reading | 2013 Writing	English I: 2019 |  2018| 2017 2016 | 2015 | 2014 2013 Reading | 2013 Writing
	English II: 2019 |  2018| 2017 2016 | 2015 | 2014 2013 Reading | 2013 Writing	English II: 2019 |  2018| 2017 2016 | 2015 | 2014 2013 Reading | 2013 Writing
	Biology:2019 | 2018 | 2017 2016 | 2015 | 2014 | 2013	Biology: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013
	U.S. History: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013	U.S. History: 2019 |  2018| 2017 2016 | 2015 | 2014 | 2013