progress monitoring

23 01, 2017

How Does Mastery of Annual Goals Relate to Grading and Promotion?

kristina@partnerstx.org2017-06-30T15:48:04-05:00

TEC §28.0216 requires that school district grading policies: “(1) must require a classroom teacher to assign a grade that reflects the students’ relative mastery of an assignment; [and] (2) may not require a classroom teacher to assign a minimum grade for an assignment without regard to the student’s quality of work.” These rules apply to classroom assignments, examinations, and overall grades for each grading period. Because of this, teachers may not assign a grade based on effort, and schools cannot pass a student who has not mastered the curriculum. Since goals can be either academic or functional in nature, they either [...]

How Does Mastery of Annual Goals Relate to Grading and Promotion?kristina@partnerstx.org2017-06-30T15:48:04-05:00

23 01, 2017

Si un estudiante recibe instrucción en el entorno del salón de recursos, ¿Las calificaciones se determinan con base en el progreso hacia sus metas del IEP o en el progreso hacia el dominio del plan de estudios?

kristina@partnerstx.org2017-06-30T15:55:02-05:00

Todos los estudiantes son estudiantes de educación general primero que nada. Para todos los estudiantes en el estado de Texas de los grados K-12, los estándares estatales son los TEKS. La colocación educativa de un estudiante no cambia los estándares del plan de estudios. Los estudiantes deben obtener calificaciones por las actividades a través de las cuales están accediendo a los estándares. La colocación en la que un estudiante recibe servicios no tiene relación con las calificaciones que recibe. El dominio relativo del TEKS, con o sin adaptaciones o modificaciones, es la base para calificar a un estudiante. [...]

Si un estudiante recibe instrucción en el entorno del salón de recursos, ¿Las calificaciones se determinan con base en el progreso hacia sus metas del IEP o en el progreso hacia el dominio del plan de estudios?kristina@partnerstx.org2017-06-30T15:55:02-05:00

20 01, 2017

6 Tips to Make Sure Your Child’s 504 Plan Is Being Followed

kristina@partnerstx.org2017-06-30T15:50:35-05:00

Your child’s 504 plan has been set in motion. Is the school delivering what it promised? Use these tips from Understood.org to monitor the situation throughout the year. Know who’s providing your child’s services. The 504 plan should state not only what special services your child will receive but also the name of the person is responsible for it. Try casually asking your child, “Have you worked with Mr. Jones this week?” Your child’s answer may tell you a little—or a lot—about how well the 504 plan is being followed. […]

6 Tips to Make Sure Your Child’s 504 Plan Is Being Followedkristina@partnerstx.org2017-06-30T15:50:35-05:00

19 01, 2017

Comments that Parents Hear: “We have held __ IEP meetings this year. Your child is progressing with the current IEP, so we do not need another meeting.”

kristina@partnerstx.org2019-10-03T12:02:01-05:00

Recall the Law The IEP must include "a statement of the program modifications or supports for school personnel that will be provided to enable the child— (i) To advance appropriately toward attaining the annual goals; (ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities;" 300.320(a)(4) "(a) Development of IEP—(1) General. In developing each child’s IEP, the IEP Team must consider— ... (ii) The concerns of the parents for enhancing the education of their child;" 300.324(a)(ii) "Agreement. (i) In making changes [...]

Comments that Parents Hear: “We have held __ IEP meetings this year. Your child is progressing with the current IEP, so we do not need another meeting.”kristina@partnerstx.org2019-10-03T12:02:01-05:00

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

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