Blog – Page 62 – Partners Resource Network

17 01, 2017

Are grades based on progress toward IEP goals or mastery of the curriculum?

kristina@partnerstx.org2017-06-30T15:53:05-05:00

https://www.youtube.com/watch?v=gQ9mYEXdOEw&w=500 If a student is receiving instruction in a resource setting, do you determine grades based on progress toward their IEP goals or on progress toward mastery of the curriculum? [rescue_spacing size=”15px”] All students are general education students first. For all students in the state of Texas grades K-12, the state standards are the TEKS. A student’s education setting does not change curriculum standards. Students should earn grades for activities in which they are accessing the standards. […]

Are grades based on progress toward IEP goals or mastery of the curriculum?kristina@partnerstx.org2017-06-30T15:53:05-05:00

16 01, 2017

How do you grade for a student with severe cognitive disabilities who is receiving services in the general education setting?

kristina@partnerstx.org2017-06-30T15:56:46-05:00

Considerations for grading students with severe cognitive disabilities are the same as for all students with disabilities. The focus of IDEA 2004 is to provide all students access to general curriculum. Students should earn grades based on activities for which they are accessing the standards, not based on progress toward goals and objectives. The expectations for what these students should achieve in the grade-level content may be different from what is required in grade-level achievement standards due to needed modifications; however, the essence of the content at grade level should not change. […]

How do you grade for a student with severe cognitive disabilities who is receiving services in the general education setting?kristina@partnerstx.org2017-06-30T15:56:46-05:00

16 01, 2017

¿Cómo se califica a un estudiante con discapacidades cognitivas severas que recibe servicios en el entorno de educación general?

kristina@partnerstx.org2017-06-30T15:57:26-05:00

Las consideraciones para calificar (asignar notas) a los estudiantes con discapacidades cognitivas severas son las mismas que para todos los estudiantes con discapacidades. El enfoque de IDEA 2004 es el de proporcionar a todos los estudiantes acceso al currículo general. Los estudiantes deben obtener calificaciones basadas en las actividades para las que están accediendo a los estándares, no en base al progreso hacia las metas y los objetivos. Las expectativas de lo que estos estudiantes deben lograr con respecto al contenido del grado pueden ser diferentes de las que se requiere en los estándares de logro del grado escolar debido a [...]

¿Cómo se califica a un estudiante con discapacidades cognitivas severas que recibe servicios en el entorno de educación general?kristina@partnerstx.org2017-06-30T15:57:26-05:00

13 01, 2017

Does Mastery of a Student’s IEP Goal Constitute Mastery of a Course?

kristina@partnerstx.org2017-06-30T15:58:26-05:00

TEC §28.021(a) requires that promotion from one grade level to the next be determined “only on the basis of academic achievement or demonstrated proficiency of the subject matter of the course or grade level.” Mastery of an IEP goal does not automatically constitute passing a course, and passing a course does not automatically equate to mastering an IEP goal. […]

Does Mastery of a Student’s IEP Goal Constitute Mastery of a Course?kristina@partnerstx.org2017-06-30T15:58:26-05:00

12 01, 2017

Comments that Parents Hear: “Your Child is Making Good Progress”

kristina@partnerstx.org2017-06-30T15:59:52-05:00

What can you do if the school appears unwilling and/or unable to create a program or services to prevent your child from falling further behind or to narrow the gap with his or her peers? The school may say “Your child is making good progress” or “Your child is making passing grades”. Recall the Law An individualized education program “must include … A statement of measurable annual goals, including academic and functional goals designed to— (A) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education [...]

Comments that Parents Hear: “Your Child is Making Good Progress”kristina@partnerstx.org2017-06-30T15:59:52-05:00

11 01, 2017

Screening, Diagnosing, and Progress Monitoring for Reading Fluency

kristina@partnerstx.org2017-06-30T16:01:25-05:00

Screening, diagnosing, and progress monitoring are essential to making sure that all students become fluent readers — and the words-correct per-minute (WCPM) procedure can work for all three. The only aspect of the procedure that has to change is the difficulty level of the text. For screening, passages are selected from text at the student’s grade level. For diagnosing, passages are selected at the student’s instructional level (which may be lower than her grade level). In this context, instructional level text is challenging but manageable, with the reader making errors on no more than one in 10 words (i.e., the reader [...]

Screening, Diagnosing, and Progress Monitoring for Reading Fluencykristina@partnerstx.org2017-06-30T16:01:25-05:00

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