progress monitoring

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

10 01, 2017

What Is Progress Monitoring?

kristina@partnerstx.org2019-05-30T12:46:11-05:00

Progress monitoring can give you and your child’s teacher information that can help your child learn more and learn faster, and help you make better decisions about the type of instruction that will work best with your child.

What Is Progress Monitoring?kristina@partnerstx.org2019-05-30T12:46:11-05:00

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

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