| |
|
|
| |
|
|
|
|
Progress or Regress
This is year, the students at my school were placed in communbities based on their previous year's CRCT scores. On the contraty, students receiving special education services were placed in the house with level one students regardless of their CRCT scores in reading and math. Based on the scores, many of them are level two students? As a special education teacher, how do I ensure that these students continue progress and not regress academically. |
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 1
Posted October 19, 2014 4:19 pm |
|
|
|
| |
Closely monitor the students progress, give interventions, and work consistently with these students by remediation. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 2
Posted October 19, 2014 8:18 pm |
|
|
|
| |
This seems to be a scenario in which effective differentiation is vital to the continued growth of students and in preventing the regression you have described. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 3
Posted October 19, 2014 9:22 pm |
|
|
|
| |
I actually think that communbities is a great idea and I wish that my school did this, but I definitely see your concerns. As a special education teacher, I think that pull outs will give your students a chance to progress. During this time they can receive one-on-one instruction in a small group setting and the information they receive can be enrichment. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 4
Posted March 11, 2015 4:06 pm |
|
|
|
| |
I feel that one way to ensure progression is by making these students be in charge of the group and help to teach the others in the group. This allows for the students to expand on their learning and helps to check for mastery too. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
|
