The Meadowcreek Special Education Department is committed to improving the academic performance and quality of life for individuals with disabilities. We pledge to do our part to give each student a high level academic experience. We pledge to do our part to understand where our students are with abilities and we will work to identify individual strengths and weaknesses, and help each student move to a higher achievement level with measured results.  We want our students to be successful here at Meadowcreek High School. We will work tirelessly to help students build academic and life skills that will serve them for a lifetime.

    We expect our students to come prepared for class and to be fully engaged in their academic experience.  Parents can support these efforts by making sure students are present each and every day, and that students come prepared to work and learn.  We ask that parents encourage their students to read and study to reinforce the work we are doing in the classroom. Please feel free to contact any teacher if there is ever any question how we can better help a student achieve his or her literacy goals.

  • Mission

    The Meadowcreek High School Special Education Department will work collaboratively with students, families, schools, and the community to enable special education students to make valuable contributions to themselves, their families, and their communities.


    All students with disabilities at Meadowcreek High School will participate in a challenging educational program designed to meet their unique needs that result in increased academic performance and preparation for employment, independent living, and success at the postsecondary level.

    Core Beliefs of the Special Education Department: We Believe...

    • Literacy, self-management, and partnering with parents are fundamental to achieving our Vision and Mission.
    • All special education students should be included in general education curriculum, instruction, and assessment to the extent possible.
    • The learning environments for students should be relevant, as rigorous as possible, and caring as perceived by students and parents.
    • Collaboration with all stakeholders is essential.
    • Decisions should be based on current data and replicable research information.
  • Language Arts Courses

    Freshman Literature & Composition

    Sophomore Literature & Composition

    Junior Literature & Composition

    Senior Literature & Composition

  • Mathematics Courses

    Algebra I

    Algebra I Strategies

    Algebra II


    Advanaced Mathematics Decision Making (AMDM)

  • Science Courses





  • Social Studies Courses

    U.S. History

    World Geography

    World History


    Political Systems

  • Other Courses

    Careers I, II, III, IV

    Affective Skills

    Study Skills

    SAT Prep

Special Education Assistant Principal

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Special Education Department Chair

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