5456 MONITORING REAL WORLD
Candyy31
5456RESPONSE1-2.docx
· RESPONSE 1
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TuesdayAug 2 at 4:38pm
Since students with disabilities are in the general classroom most of the time, I would try to use strategies that support the student and the general classroom teacher. One way to do this would be to provide the teacher with accommodated versions of daily work or tests so that the regular teacher doesn't have to take the time to come up with something new. Special educators could also come into the classroom and observe assignments they are already doing in class. The book mentioned performance-based assessments, which could be done during regular classroom time, and can be done with the whole class (Polloway et.al 2018). I liked the Excel Spreadsheet mentioned in the lecture (Henderson 2022). It's a great way to keep up with student progress weekly. I think one of the most important issues is not overloading the general classroom teacher and having them modify or add assignments.
Teachers could also use the cooperative teaching strategy. Many students without disabilities can benefit from a special educator's perspective (TeacherVision 2020).
I work at a very small parochial school that only offers Speech Language Therapy. According to everything that I've read during this course, progress monitoring should be done often, and the IEP committee should meet at least every 9 weeks. Somehow, this did not happen for most of my students who received SL. The service is offered through our Municipal School District, and they are understaffed and have a very small budget. They never gave me, as the general educator, any strategies to help the student improve. In fact, they pulled the students and worked with them one-on-one, and they never communicated to me any of the results. I know that SL is a little different, but I still think I should have been given more data and information. In order to calculate improvement, the monitoring should be done weekly, and modified as needed immediately.
References
Henderson, S. H. (2022). Progress Monitoring in the "Real" World [Slides]. Mississippi College. https://mississippicollege.instructure.com/courses/8148/pages/module-4-lecture-materials-teaching-self-advocacy?module_item_id=192791
Polloway, E. A., Patton, J. M., Serna, L., & Bailey, J. W. (2018). Strategies for Teaching Learners with Special Needs (2-downloads) (11th ed.). Pearson.
Collaboration Between General and Special Education Teachers. (2020, January 23). TeacherVision.Com. Retrieved August 2, 2022, from https://www.teachervision.com/teaching-strategies/collaboration-between-general-and-special-education-teachers
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RESPONSE 2
Collapse Subdiscussion Samantha Dalton
TuesdayAug 2 at 5:12pm
In my classroom, weekly progress monitoring is done. This is done through weekly probes or questions to guide me in understanding where a student is at regarding meeting the goals listed on their IEP. Our school uses standards mastery tests which occur every one or two weeks, the previous years’ state test scores, and nine-weeks test. Weekly progress monitoring is important because most of our IEPs have goals for every nine-weeks, but we do weekly progress monitoring, so we are not blindsided when it comes time to look at their goals. Informal assessments and observations of student’s behaviors can also be used to progress monitor (Flanagan et al., 2020). These probably occur most often in my classroom. I also found that templates for progress monitoring can be found through organizations like the National Technical Assistance Center on Transition (Flanagan et al., 2020).
In my classroom we are mainly focused on applied academics. This includes things like using a calculator or calculating area or perimeter (Polloway et al., 2017). This is important to know because IEPs of students may pertain to using certain math skills outside of the classroom. Applied academics is important for a students’ future. Being able to use a calculator would be important if a student needed to add up and calculate the cost of their bills or calculating area might be important to a student trying to put flooring in their house. To ensure fidelity of IEP interventions I think progress monitoring and documenting what I am seeing is the most important way to ensure success. Having documentation provides the backing I would need to support the decisions that are being made during IEP meetings. I discovered that there are specific web-based progress monitoring programs and procedures that aid students in Algebra. This is through an online professional development system that gave teachers specific interventions for specific students and guidance on how to implement them (Lyons et al., 2019). This is how I would ensure fidelity with progress monitoring in the future.
References
Flanagan, M. F., & Kutscher, E. L. (2020). Making the most of community-based instruction: Progress monitoring for strategic decision making. TEACHING Exceptional Children, 53(5), 376–385. https://doi.org/10.1177/0040059920973048
Lyons, R., Genareo, V., Simpson, A., Foegen, A., Stecker, P. M., & Olson, J. (2019). Monitoring student progress in algebra: Development and evaluation of an online professional development system. Learning Disabilities: A Contemporary Journal, 17(1), 77–94.
Polloway, E., Patton, J., Serna, L., & Bailey, J. (2017).Strategies for Teaching Learners with Special Needs (Eleventh Edition).Pearson Publishers
