Data: McKinleyville Middle School

Continual, on-going, reflective assessment, both behaviorally and academically, is a key component for the success of our program. We use assessment not only as an evaluation method, but also as a planning tool for where to go next with the curriculum and/or the student learning. Student progress is monitored in all subject areas on a daily basis, through the use of informal and formal assessment by the general and special education teachers. Informal assessment, such as written samples, daily work, grades, observations, behavior support plans, and student self-reflection, are all taken into account as an indication of a student’s progress in the general education classroom.

Mrs. Sheridan assists her students in the learning center

The teaching staff also continually analyzes and reflects upon formal assessment measures such as the STAR and CST exams to ensure that both general education and special education students, understand and apply the core content curriculum and meet state standards.

Under IDEA ’97 and in the wake of “No Child Left Behind” legislative, we strive daily to meet every student’s need in the general education classroom as much as possible. Previously, the resource students were getting remedial lessons and little exposure to grade-level curriculum. However, they were then expected to perform at the “proficient” level on a standardized test. With our integrated model, resource students in Algebra classes, for example, are being exposed to and taught Algebra standards alongside their general education peers. We have various levels of Algebra classes, including classes that allow for a slower teaching pace and time for re-teaching. For those students that lack necessary skills, such as multiplication, our math department uses Accelerated Math, which can be individualized for each student, but which still takes place in the general education classroom.