special education students and grade level

["Tauna Rogers" <taunar@plateautel.net>]

A couple of days ago at a special education training meeting, among our packet of materials we were each greeted with printouts of a bright, colorful target containing the theme of the meeting. In the bullseye were the BOLD words GRADE LEVEL, our target, the ultimate aim. 

It was stated repeatedly that research irrefutably demonstrates that 90-95% of all special education students can read at grade level if we teach right with scientifically-based instructional practices. It seemed to me that while this may be a worthy aim, if it were accomplished on a large scale, then we would have to consider 'grade level' a moving target, forever moving upward as more and more students reach it but that nationally, by definition, about half of all students would always remain below grade level since it is an average.

There were three diagnosticians sitting at the table directly behind me, all of whom I've had a good working relationship with over the years. During a short break in the presentation I turned around to them and stated that such was my understanding and could they help me out? I made the case that while I felt there would certainly be pockets here and there where 90-95% of students reached grade level, it was perhaps unrealistic to expect widescale accompIishment of the aim. I thought I presented my case almost sheepishly in an effort not to offend.

I got an earful and it seemed to me, a lecture for daring to question the 90-95% idea. One of the things they pointed out to me was the range within each grade level, for example in 4th grade, the range of 4.0 to 4.9. It was noisy and our conversation was cut short when the meeting resumed but I think one of their primary arguments was that because of this range, it is indeed entirely reasonable to expect that 90-95% of our students should be performing at grade level if we are teaching the way we should be with scientifically-based practices. All of these diagnosticians are former teachers. In order for them to be right, it seemed to me that we would have to change the definition or conventional meaning of grade level??

Now I'm confused all over again (doesn't take much) about grade level. You might be comforted to know I don't teach math.

Are these gals right? 

Tauna Rogers