Technology in Special Education

Technology in Special Education

Sarah Gerrol
Salem High School

Author Note
Sarah Gerrol, Salem High School

This paper was completed for a project in the Virginia Tech Educational Leadership Class
entitled EDEL 5054.
Correspondence concerning this article should be addressed to Sarah Gerrol, Salem High School,
Salem, VA 24153. Email: sgerrol@salem.k12.va.us

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Abstract
The school district must consider the assistive technology needs of a student when discussing the IEP for
the individual child. The assistive technology must be the right fit for the student and allow the student to
have access to the curriculum and be proven beneficial. The IEP team should evaluate the effectiveness
of the assistive technology the child is using to continue to benefit the child.

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Technology in Special Education

The state of Virginia has established annual measurable objectives (AMOs) under the No Child
Left Behind Act. The AMOs reduce the proficiency gaps between low-performing and high-performing
schools. The AMO targets have been established by the federal education law and focus on reading and
mathematics. The AMOs are measured over six years and represent the percentage of students within
each subgroup that must pass Standards of Learning tests in reading and mathematics. All schools must
meet the AMO targets and objectives.

AMOs were developed to identify the schools with the most need of intervention and raise the
achievement of low-performing students. Schools with subgroups not meeting AMOs must develop and
implement state approved improvement plans to raise achievement of the low performing subgroup.
AMOs are divided into subgroups and target values are based on the actual performance of students in
each subgroup in the lowest-achieving schools on SOL reading and mathematics tests (Education, 2013).

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Method
The data for project one was obtained for Salem City Schools director of instruction. The data
included the division AMO results for 2011-2012 and each individual school in the division. I examined
all division AMO data and condensed the information into three charts to analyze needs for improvement
for the division.

AMO Reading 2011-2012 Salem City Schools

Analysis
Salem City Schools had subgroups GG2, GG3, Asian, Economically Disadvantages, Limited
English Proficient, and Students with disabilities labeled too small. The categories in the table above
indicate that several areas are TS, too small to be evaluated. However, two colors were assigned to
schools with the TS and the percentage rate was lower. The pink color indicated the percentage did not
meet the target AMO even if AMO was too small to be counted by the first year. The green color

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indicated the schools did not meet the target AMO by the current year or third year even if the AMO was
too small to be counted.
School number one should analyze the number of students in GG2, GG3, LEP, and SWD to assist with
methods of reaching these target groups. Overall in all schools and division there should be a focus on
strategies for meeting the Limited English Proficient students. As the division grows, the number of
students tested will not be too small and the AMO will be evaluated.

AMO Mathematics 2011-2012 Salem City Schools

Analysis
Salem City Schools had subgroups GG2, GG3, Asian, Economically Disadvantages, Limited
English Proficient, and Students with disabilities labeled too small. The categories in the table above
indicate that several areas are TS, too small to be evaluated. However, two colors were assigned to
schools with the TS and the percentage rate was lower. The pink color indicated the percentage did not
meet the target AMO even if AMO was too small to be counted by the first year. The green color
indicated the schools did not meet the target AMO by the current year or third year even if the AMO was

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too small to be counted. The gold color indicated a significant drop in the percentage rate from the
previous year.
Overall for the division, math needs to be addressed in all the subgroups. The division should
find strategies to reach all the GG2, GG3, Asian, Economically Disadvantages, Limited English
Proficient, and Students with disabilities subgroup areas. The GG2 and SWD areas should be examined
to see the exact reason for the significant drop in percentages.

AMO Federal Graduation Indicator (FGI)

Analysis
FGI Graduates are defined as students who earn Advanced Studies, Standard, or IB Diplomas
within four years of the first time they entered the 9th grade. High schools and school divisions meet the
federal graduation benchmark for AMOs if at least 80 percent of students graduate with Standard or
Advanced Studies diplomas within four years, five years or six years of entering ninth grade for the first
time (Education, 2013). The Federal Graduation Indicator should be the main focus for Salem City
Schools. The one high school of the division has subgroups labeled with too small to evaluate (TS). The
current year GG1 and ED did not meet AMO. Gap Group three had an extreme drop in rate, 100% the

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previous year to 66% for the current year. Overall by analyzing the consistent short falls by year six the
division should focus on GG1, LEP, and SWD concerning FGI.

Reflection
On February 19, 2014, I discussed the AMO data for the Salem City Schools Division with the
Director of Secondary Education. In this discussion, Mr. Hicks indicated that the school division
examines the AMO data for validity in numbers and analysis for gap group performances. The school
division also uses the data to compare to other school divisions in the area. Mr. Hicks indicated the
division valued the Student Performance by Question far above the AMO data. He explained the SBQs
are more valuable to teachers to break down the needs of the students. Overall he indicated that Salem
City Schools were doing well and should continue to examine the number of students in the subgroups to
see if the numbers of students are increasing in that category to be counted.
After analyzing the AMO data Salem City Schools are doing well, however we need to keep an
eye on the percentages rates the students are performing in the subgroups and the number of students in
that gap group.

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References

ED.gov. (2014). ED Data Express: Data about elementary & Secondary schools in the U.S. Retrieved
from ED.gov: http://eddataexpress.ed.gov/definitions.cfm
Education, V. D. (2013, January). Division of Policy and Communications. Retrieved from Virginia
Department of Educaiton:
http://www.doe.virginia.gov/federal_programs/esea/flexibility/faq_amo.pdf