Director's Updates
What's Going On In The World Of Special Education in Bedford
Special Education and MCAS
The Massachusetts Comprehensive Assessment System (MCAS) is a standardized test administered to students in the state of Massachusetts. It serves as a tool to measure their academic progress and proficiency in key subject areas, including English Language Arts, Mathematics, and Science. MCAS scores provide valuable information about a student's strengths and areas that may require additional support.
For special education students, MCAS scores can offer useful insights into their progress and help guide their educational path. While it is important to remember that MCAS is just one measure of a student's abilities, it provides a snapshot of their performance at a particular point in time. It is worth noting that MCAS scores alone do not determine a student's overall capabilities or potential.
I’ve received questions regarding MCAS and what the scores mean for students as they progress through the grades toward graduation.
Here are the MCAS scoring categories and their definitions.
440-470 Not Meeting Expectations- A student who performed at this level did not meet grade-level expectations in this subject. The school, in consultation with the students parent/guardian, should determine the coordinated academic assistance and/or additional instruction the student needs to succeed in this subject.
470-500 Partially Meeting Expectations- A student who performed at this level partially met grade-level expectations in this subject. The school, in consultation with the student's parent's/guardian, should consider whether the student needs additional academic assistance to succeed in this subject.
500-530 Meeting Expectations- A student who performed at this level met grade-level expectations and is academically on track to succeed int he current grade in this subject.
530-560 Exceeding Expectations- A student who performed at this level exceeded grade-level expectation by demonstrating mastery of the subject matter.
Many parents/guardians of special education students become extremely concerned when their child scores in the Partially Meeting Expectations range. While our goal for all students is to meet or exceed expectations, for students in special education, a team has already determined that the student requires additional academic assistance to succeed. It does comfort some parents to learn that Partially Meeting Expectations is passing when it comes to graduation requirements.
For Example:
ELA 472 or higher = Passing or meets graduation requirements
Math 486= passing or graduation or meets graduation requirements
*More information on graduation requirements can be found here: https://www.doe.mass.edu/mcas/graduation.html
Let’s take a look at Bedford’s Special Education MCAS Scores. For the purposes of this article, I’ll use the District results. In reviewing the results, we always look at two items. 1. The scores themselves, and 2. The Student Growth Percentile (SGP). For students in special education, the SGP is important because our standard is progress in the general education curriculum. This score tells us if Bedford Special Education Students are progressing in the general education curriculum. It compares a student’s MCAS performance to other students with similar past MCAS scores. Growth is reported on a scale from 1 to 99, with lower numbers representing lower progress and higher numbers representing higher progress. An average growth score between 40 and 60 means that the district or school is making typical progress.
It’s important to note that all special education students, including students with more significant disabilities in OOD placements, ARE included in these numbers. Only 1% of the students in our district can take the MCAS Alternative Assessment.
ELA: 42% of the special education students were proficient, which is up 7% from last year. Proficient is a combination of students that fell in the meeting or exceeding range. 83% of special education students are considered to have passed MCAS with scores in the exceeding, meeting, or partially meeting ranges. 17% of the special education students across the district did not meet expectations. The average scaled score for special education students was 496 (So close to meeting!) Our average SGP is 49.1, indicating Bedford’s special education students are progressing appropriately.
Math: 40% of the special education students were proficient, which is up 5% from last year. 86% of special education students fall in the exceeding, meeting, and partially meeting ranges. 14% of special education students across the district did not meet expectations. The average scaled score for special education students in Math was 495. Our average SGP is 46.7, indicating Bedford’s special education students are progressing appropriately.
Science: 40% of special education students were proficient in science, which is up from 5% last year. 88% of our students fell in the exceeding, meeting, or partially meeting ranges. 12% of special education students across the district did not meet expectations. Our average scaled score for the science MCAS was 496. The SGP was not reported because we do not have previous data to compare to at this time.
The Individualized Education Program (IEP) team, which includes you as a parent/guardian, will review your child's MCAS scores in the context of their individualized needs and goals. The team will carefully consider the results to ensure that appropriate supports and accommodations are in place to address any challenges your child may face. The IEP team will also use this opportunity to celebrate your child's achievements and identify areas where they have shown growth.
It is important to remember that the purpose of special education is to provide individualized instruction and support to meet the unique needs of each student. MCAS scores are just one component of a comprehensive evaluation of your child's progress. The IEP team considers various factors, such as classroom performance, teacher observations, and assessments, to develop a holistic understanding of your child's abilities.
Fostering Friendships
I wanted to take a moment to discuss an important topic that can greatly benefit your child's social development - fostering friendships for your learning disabled child. Building positive relationships with peers is crucial for their emotional well-being and overall growth.
Here are a few suggestions on how you can support and encourage friendships for your child:
1. Promote inclusive activities: Encourage your child to participate in activities or clubs that align with their interests. This can be a great way for them to meet like-minded peers who share similar passions and hobbies. Look for inclusive programs where they can interact with children of different abilities.
2. Encourage communication skills: Help your child develop effective communication skills by practicing active listening, turn-taking, and using appropriate body language. Encourage them to express their thoughts and feelings in a clear and respectful manner. Effective communication is key to building and maintaining friendships.
3. Teach empathy and understanding: Learning disabilities can sometimes make it challenging for children to understand social cues or perspectives different from their own. Teach your child about empathy and understanding by discussing different emotions, perspectives, and experiences. Encourage them to put themselves in others' shoes and be considerate of their feelings.
4. Foster inclusive playdates: Arrange playdates with classmates or other children in the community who are accepting and understanding. These playdates provide a safe and supportive environment for your child to practice social skills and build friendships. Encourage activities that promote cooperation, sharing, and teamwork.
5. Collaborate with teachers and support staff: Establish open communication with your child's teachers and support staff. They can provide valuable insights into your child's social interactions at school and offer suggestions on how to foster friendships. Working together as a team will create a supportive network for your child's social development.
6. Parents can be good role models by demonstrating positive social behaviors and helping children navigate conflicts and disagreements with their friends.
The number of friends an elementary school student should have can vary from child to child. It's important to remember that quality is more important than quantity when it comes to friendships. Instead of focusing on a specific number, it's more helpful to encourage your child to develop meaningful and supportive relationships with their peers. Some children may naturally gravitate towards having a few close friends, while others may have a larger circle of acquaintances.
What matters most is that your child feels comfortable, respected, and included within their social interactions. Encourage them to find friends who share common interests, values, and who treat them with kindness and respect. Emphasize the importance of being a good friend themselves by teaching them qualities like empathy, kindness, and active listening.
It's also important to remember that friendships can naturally evolve and change over time, so it's normal for your child's friend group to fluctuate. As long as your child feels supported and has at least one or two close friends they can rely on, they are on the right track.
Remember, building friendships takes time and effort for everyone, regardless of ability. Encourage your child to persevere and be patient. Celebrate their small successes along the way, as each step towards meaningful connections is a significant achievement.
If you have any concerns or questions, please don't hesitate to reach out to your child's special education liaison. We are here to support you and your child in their social development journey.
Community Resources
Bedford Youth and Family offers a wide range of services to families in Bedford. Some of the services they offer include:
- Referrals for Mental Health Counseling, including counseling offered right in the Youth and Family Services Office
- Help with Food Insecurity such as accessing the Bedford Food Bank, signing up for SNAP and WIC, and providing direct relief for urgent situations.
- Assisting with accessing Housing and Utility resources such as Winter Fuel Fuel Assistance, RAFT rental relief, Salvation Army Good Neighbor Fund, CHAMP public housing applications, and programs through the Regional Housing Authority.
- Providing diapers, baby wipes, feminine care products, children's clothing and winter coats
- Referrals, Resources and Services for Bedford Community members facing substance addiction, domestic violence, transportation issues, low-income barriers, and insurance issues (MassHealth).
- Education and presentations to the community
If your family is in need of assistance, I encourage you to reach out the the Youth and Family Services Office at 781-275-7727.
News from your Special Education Parent Advisory Council (SEPAC)
BEDFORD SEPAC (Special Education Parent Advisory Council)
SEPAC is a group of parents & caregivers of children receiving special education support and/or children with disabilities. All parents & caregivers welcome! We meet for support, education, networking and resource sharing.
Bedford SEPAC General Meetings: Virtual
Come and discuss special education programming in Bedford and how we can best support our children.
Thurs, Dec 14, 2023 at 7:30 PM
Thurs, Jan 18, 2024 at 7:30 PM with guest Marianne Vines
Thurs, Feb 15, 2024 at 7:30 PM
Thurs, Mar 14, 2024 at 7:30 PM
Wed, Apr 24, 2024 at 7:30 PM with guest Marianne Vines
Thurs, May 16, 2024 at 7:30 PM
Join Zoom Meeting:
https://us06web.zoom.us/j/4172275285?pwd=OTZaeHZOM3lSY1h4Z0J5SndVMTk0Zz09
Meeting ID: 417 227 5285
Passcode: 333333
Email: bedfordmasepac@gmail.com
Web: bedfordmasepac.org Facebook group: https://www.facebook. com/groups/BEDFORDMASEPAC/