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Pocomoke Middle pilots 'Warrior Learning Report' to tailor instruction for students with disabilities
Summary
Pocomoke Middle School staff presented a new individualized profile-based tool, the Warrior Learning Report, that summarizes cognitive, educational and classroom data to guide specially designed instruction (SDI) and classroom supports for students with disabilities.
Pocomoke Middle School teachers on Tuesday introduced the Board of Education to the “Warrior Learning Report,” a one-page student profile designed to help general-education and special-education teachers translate cognitive testing and Individualized Education Program (IEP) information into classroom practice.
School leaders said the report collects cognitive and educational scores, a snapshot of a student’s IEP accommodations, historical assessment data, teacher classroom notes and a recommended set of specially designed instructional strategies tied to common cognitive profiles. The report is accompanied by district-level professional learning so teachers understand scores such as “fluid reasoning” and practical classroom strategies.
The report’s creators, seventh-grade math teacher Corey McCluskey and special-education teacher Ashley Mertz, said they developed the document over the summer to give non‑specialist teachers a concise, usable summary that highlights a student’s strengths and specific accommodations. McCluskey described a student with stronger visual-spatial skills and weaker working memory: instead of extended verbal directions the teacher had the student draw a probability scenario and then answer one question at a time, enabling independent work and visible gains in engagement.
School staff said they introduced the reports to grade-level teams at the start of the year, included specialists and school psychologists in training sessions, and use the reports during co-planning, after‑school PLCs and school improvement meetings. Staff plan a teacher survey next week to gather feedback and will reconvene special-education teachers in the summer to update the reports for the next school year.
Teachers and board members who asked questions praised the focus on translating test scores into classroom practice. Board member John Andes called the program “excellent” and said having that information in advance would have improved his work as a high‑school teacher.
No formal board action was requested or taken; the presentation was informational.
