Date of Award

8-2026

Degree Type

Creative Project

Degree Name

Master of Education (MEd)

Department

Special Education and Rehabilitation

Committee Chair(s)

Sophia D'Agostino (Committee Chair)

Committee

Sophia D'Agostino

Committee

Summer Gunn

Committee

Naima Bahana Lopez

Abstract

In Utah, students begin participating in statewide end-of-year assessments in third grade, with science added in fourth grade. Students with the most significant cognitive and adaptive disabilities participate in the Dynamic Learning Maps® (DLM®) alternate assessment, which measures student performance in English language arts, mathematics, and science aligned to Essential Elements (EE). Despite participation in statewide accountability systems, students with significant cognitive disabilities in a Southwest Utah School District have consistently demonstrated low science performance on the DLM assessment.

The aim of this project was to collaboratively create science lessons for students who participate in the alternate assessment. This project emphasized collaboration among self-contained special education teachers and district special education coordinators to improve science instruction and student outcomes. A professional learning community (PLC) was established to support shared planning, resource development, instructional alignment, and ongoing professional collaboration focused on Essential Element aligned science instruction. Through this collaborative structure, teachers worked together to design, refine, and implement science lessons for students with significant cognitive and adaptive disabilities.

Students who participated met district-established criteria for alternate assessment participation and received instruction from certified special education teachers. Findings suggest that structured lesson plan templates, collaborative PLC models, and systematic instruction can improve science outcomes for students with significant cognitive and adaptive disabilities. Finally, results highlight the importance of sustained collaboration, continued refinement of assessment tools, and ongoing professional support to strengthen science instruction within special education settings.

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