kristina@partnerstx.org, Author at Partners Resource Network

10 01, 2017

Can Teachers Base Grades on a Student’s Effort, Work Habits, Attendance, and/or Participation?

kristina@partnerstx.org2019-05-30T12:33:35-05:00

As referenced in state law (TEC § 28.0216), a school district grading policy must require a classroom teacher to assign a grade that reflects the student’s relative mastery of an assignment. Effort, attendance, work habits, and participation are not directly related to the demonstration of mastery of an assignment, nor do they give a clear picture of the student’s academic learning.

Can Teachers Base Grades on a Student’s Effort, Work Habits, Attendance, and/or Participation?kristina@partnerstx.org2019-05-30T12:33:35-05:00

9 01, 2017

Should a Student’s Progress or Mastery Toward IEP Goals Be the Basis for Grades?

kristina@partnerstx.org2019-05-30T12:29:11-05:00

A student’s progress or mastery toward his/her IEP goals is never the basis for his/her grade. It is important to point out that, even if written in measurable terms, a goal such as “70% mastery of grade- level TEKS” does not meet IDEA requirements of a measurable goal detailed in 34 CFR §300.320(a)(2)(ii). Such a goal is simply a restatement of the expectations for all students in general education.

Should a Student’s Progress or Mastery Toward IEP Goals Be the Basis for Grades?kristina@partnerstx.org2019-05-30T12:29:11-05:00

6 01, 2017

TEA Special Education Dispute Resolution Systems Handbook

kristina@partnerstx.org2019-05-30T12:23:47-05:00

TEA has revised their Special Education Dispute Resolution Systems Handbook. PRN Education Specialist, Chuck Noe, has reviewed the Handbook and shares his perspective on changes that have been made to it.

TEA Special Education Dispute Resolution Systems Handbookkristina@partnerstx.org2019-05-30T12:23:47-05:00

5 01, 2017

Comments That Parents Hear: We Will Measure This Goal by “Teacher Observation”

kristina@partnerstx.org2025-01-09T13:21:45-06:00

One way to address the issue of “teacher observation” is to say something like: “Can you describe to me what you specifically will be looking for when you are observing to see if Joe is behaving appropriately in the classroom?”

Comments That Parents Hear: We Will Measure This Goal by “Teacher Observation”kristina@partnerstx.org2025-01-09T13:21:45-06:00

4 01, 2017

How Will I Know if My Child is Making Progress?

kristina@partnerstx.org2017-06-30T16:08:38-05:00

Monitoring your child’s progress is important anytime, but it is especially important now that the school year is half over. Reports from the school are not always very specific. Where is the child in relation to his/her peers, the grade level curriculum, his/her IEP goals? The PRN website blog will be focusing on progress monitoring this month. We will be sharing articles and resources on grading and how to determine if your child is making progress towards IEP goals, a Section 504 plan, in RTI, and the general curriculum. You are encouraged to leave comments and ask questions at the end of [...]

How Will I Know if My Child is Making Progress?kristina@partnerstx.org2017-06-30T16:08:38-05:00

3 01, 2017

What Protective Factors Lead to Resilience in Students with Dyslexia?

kristina@partnerstx.org2017-06-30T16:09:23-05:00

Students with dyslexia often experience anxiety, depression, and low self-esteem at levels far above their peers without dyslexia (Mugnaini et al., 2009). Despite these significant risks, many students with dyslexia dyslexia display remarkably adaptive functional outcomes.This article focuses on the protective factors and potential mechanisms that play a role in the success and positive adjustment of these students. Read the full article - What Protective Factors Lead to Resilience in Students with Dyslexia?

What Protective Factors Lead to Resilience in Students with Dyslexia?kristina@partnerstx.org2017-06-30T16:09:23-05:00

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