Running head: Strategic Plan: Theory & Strategic Planning 1

Strategic Plan: Theory & Strategic Planning

Kayla M. Reneau

University of New England

Author Note
Any correspondence regarding this paper should be addressed to kreneau@une.edu
 Abstract

The issue of special education achievement is an ongoing issue, not only in my classroom, but in

the entire district. Junior level United States History is state tested, and my special education

population has a history of doing poorly on this exam. I will examine the reasoning behind the

low achievement levels, including test scores, absences, behavior issues, placements, and teacher

grades. Analysis of the possible solutions to this problem will happen using the mental models,

shared vision, and systems thinking disciplines. I will be looking at the strengths, weaknesses,

opportunities, and threats of this issue to better understand it, and to examine how we the

teachers, administrators, and community members should address special education achievement

levels. After the analysis I can create a specific, measurable, attainable, realistic goal which can

be attained in a timely manner.

Keywords: mental models, shared vision, systems thinking

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Strategic Plan: Theory & Strategic Planning

1. Problem: Special Education Achievement on State Testing

At junior level students are required to take a state mandated test in U.S. History, the

special education population scores for this exam are historically low. For the past three years I

have been the co-teach/inclusion teacher for U.S. History, I have the whole of the special

education population in my U.S. History classes, unless they are classified as basic, then they

are in a special education resource class, whose learning expectations are exceptionally lower

than a regular inclusion class. The basic special education students are required to take the same,

non-accommodated test as the other special education, and on level education students. 2016

state scores for U.S. History at my school were as follows: Basic special populations pass rate

0%, Special populations pass rate: 60%, this is 15% below the state average. When looking for

reasons for poor pass rates, I looked further back into these students passed and realized they

were not passing benchmark tests, attendance was higher than on level education students, and

discipline records indicated that the special population students spent more time out of class for

discipline reasons. My past teacher evaluations have been great, I build relationships with every

student, regardless of status in the educational system. The co-teacher that is a supportive

measure in my inclusion classes, is only in the classroom two days a week, he is also a great

teacher who has excellent teacher grades, however due to our school being understaffed in the

special education department, and the support that is needed in these classrooms is not there. The

solution for this problem, I feel, is implementing a differentiated instruction plan built through

changing our mental models of these students, creating a shared vision, and having a

conversation throughout the district keeping systems thinking in mind, creating collaborative
relationships, open discussions, and alignment throughout. Mental models will be the first thing

that we will have to look at when having the discussion about how to improve student

achievement within the special education spectrum. Breaking the mold that many of us have

come to know, the thinking that these students should be written off, or picking out the ones we

feel can achieve passing scores on state tests, this thinking must change in order for us to create a

new system of learning to encompass all of our special populations. Discipline problem often

accompany a student getting less attention in the classroom, they are often out of class more

often, removed and placed in an alternative classroom, or suspended all together from school. We

must change our mental models we can have this conversation when we start talking about a

shared vision. We must come together as a school and create a shared vision for our special

population students, one that will create a ladder of learning to build on each year through high

school, one where we will not leave any student behind, give each an equal chance at the

education that they deserve, and one that everyone agrees to work toward improved achievement

for this population of students. We can expand on this shared vision using systems thinking to

analyze how we can build as a district to help with special education achievement that will lead

to a greater percentage of students passing the state mandated test. Improving on our systems

thinking plan, organizing and aligning with lower grades, having an open conversation will

extend the learning latter even further in our district to create a well-oiled machine which will

greatly benefit our special education population of students, as well as all students within the

district.
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SWOT Analysis: Special Education Achievement

Strengths

When looking at the problem of low special education achievement levels we must first identify

the strengths that we have with in our program. The most beneficial resource that we have is

good relationships with the involved special education parents, open communication, frequent

documentation shared with parents or guardians, and analysis of student accommodations are all

components used to maintain these relationships. The support structure for the families with in

the school system is very strong in our school, and district. The last resource that we have is

dedicated faculty and staff who work hard to cooperate not only with parents and students, but

with co-workers who also work with in the special education department.

Weaknesses

There are several weaknesses that I can identify with in our school that may hinder the

achievement levels of the special education populations. The special education department at our

school is understaffed, we lost two teachers in this department last year who were never replaced.

Inclusion classes, classes with special ed and regular ed students mixed together, are often left

without support from a special education teacher. The staff that works with special education

students is also under trained, little time or effort is spent on training those who work closely

with these students. Due to the first two weaknesses teachers often become discouraged and

overwhelmed. Within the department we lack a shared vision and little direction as to where we

would like to go with the program to improve student achievement.

Opportunities.

The outside influences that are also affecting the achievement levels of our special education

students could be that the majority of these students are considered low socioeconomic, many are
not raised in a two parent home, or even by a biological parent, many are at risk by more than

one determining factor, and in general are disadvantaged youth.

Threats

Threats to our system stem from many different factors. Discouraged teachers can lead to turn

over rates which could affect the flow of the program. Once a stable program is established high

teacher retention is important for the success of the program. Another threat which was briefly

mentioned earlier in this analysis is the danger of uninvolved parents or absentee parents,

children who have a strong support system at home are much more likely to achieve at a higher

level than those who do not.

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2. SMART Goals and Estimated Cost. Goal 1: Special Education populations

will achieve a higher pass rate for U.S. History. The pass rate for special education populations in

U.S. History will be 10% higher than the pass rates for special education populations last year in

the second grading period. This goal is going to measure by data from last years second grading

period compared to this years second grading period. This goal is attainable by using essential

skill and objective workbooks to focus on pertinent information for student success. This goal is

realistic; the percentage is in a range which can be attained. The goal can be reached in a timely

manner, we are currently in the second grading period for the school year, the data can be

analyzed after the end of the second grading period. Goal 2: Special Education populations will

receive more support in the classroom. Special education populations will receive more support

in the U.S. History classroom throughout the school year. This is a measurable goal by

monitoring the amount of days a support special education teacher is in the classroom with the

special education populations. The support days will increase from two days a week to four days

a week. This is an attainable goal by arranging schedules to align with the increased support.

This is a realistic goal which can be attained in a timely manner, a simple meeting with

administration can put this goal into motion. Goal 3: Special Education populations will have

10% higher state tests scores compared to last year. Special education populations state

mandated U.S. History test scores will raise by 10% compared to last years scores. This will

bring the special education population pass rate on the U.S. History state test to 60% satisfactory,

10% below state average. This is a measurable goal 10% can clearly be seen when data is

returned for the test. This is an attainable goal with careful analysis of special education

accommodations determining if any qualify for reading assistance on the test, allowing time for

extra support, providing workbooks which focus on test objectives, and providing online
software which allows for practice for the state test. This is a realistic goal, 10% is a small

improvement which can be built on to. Results from state testing will come in late May 2017 the

data can be analyzed in a timely manner.

Cost Analysis.

The workbook used to focus on Texas Essential Knowledge and Skills, or TEKS will cost $10

per student for 30 special education students, for a total of $300. The computer software which

will familiarize the students with state test type questions, and provide extra practice for the

students, this will cost $1000-$1500 for one year, and this could come out of the special

education budget and if successful would be repurchased for following years.

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References

Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools

that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares

about education. New York, NY: Doubleday.