Accessing the General Education Curriculum
Assessment Questions
1. What are some important steps in interpreting data from high stakes assessments?
There are several important steps involved when considering facts pertaining to high stakes evaluations. To begin with we must try to find both the anticipated and unanticipated outcomes. Also, errors made by substantial numbers of learners must to be analyzed. Moreover, it is important to acknowledge that states and districts disclose no more than two elements as mandated by law. Furthermore, the number of students with disabilities that participated in the standardized test and their results need to be determined. Lastly, certain information, such as the amount of students that obtain accommodations …show more content…
The organizations are obligated to report the assessment results for all students which include those with disabilities. Therefore, both state and local regions must develop standards for the different assessments that students with disabilities will not partake in, such as the universal assessments. Subsequently, students with disabilities are supported by law to receive the same instructional opportunities as their peers with the proper accommodations and modifications.
3. Why is it important that students with disabilities have access to the general education curriculum? What are some ways to help these students to access the general education curriculum?
Since the general education program includes valuable information, experiences, and skills that are important for all learners to acquire, it is imperative that these opportunities are provided to students with disabilities as well. Therefore, students without and those with disabilities have the right to access general education curriculum. To help students with disabilities access the same educational services they are afforded suitable accommodations and modifications.
4. What are accommodations? Modifications? Alternate assessments? When should each of these be …show more content…
What are the types of things that you noted to be very concerned or moderately concerned about?
The types of things that were noted as very concerned or moderately concerned about include student learning, teaching ability, how I am perceived by parents and peers, lack of support from the community, school leaders or administrators, peers and parents.
2. What are the things that are of little or no concern?
Things that are of little or no concern relates to whether I am able to teach effectively when another teacher is present, administrative disruptions, lack of respect from students, ability to work with disruptive students, inability to deal with troublemakers in the class, opinions that my peers may have of me about my teaching ability or inability, getting students to behave, having control of the classroom.
3. Are there any patterns?
Yes, there are patterns. There are concerns pertaining to my teaching ability, whether I can effectively teach and promote student learning so that they can apply what they learn, having support from the community, school administrators, peers and parents.
An elevated amount of concern pertains to whether I am able to adequately perform my duties as an educator in helping students learn and achieve academic
Assessment Questions
1. What are some important steps in interpreting data from high stakes assessments?
There are several important steps involved when considering facts pertaining to high stakes evaluations. To begin with we must try to find both the anticipated and unanticipated outcomes. Also, errors made by substantial numbers of learners must to be analyzed. Moreover, it is important to acknowledge that states and districts disclose no more than two elements as mandated by law. Furthermore, the number of students with disabilities that participated in the standardized test and their results need to be determined. Lastly, certain information, such as the amount of students that obtain accommodations …show more content…
The organizations are obligated to report the assessment results for all students which include those with disabilities. Therefore, both state and local regions must develop standards for the different assessments that students with disabilities will not partake in, such as the universal assessments. Subsequently, students with disabilities are supported by law to receive the same instructional opportunities as their peers with the proper accommodations and modifications.
3. Why is it important that students with disabilities have access to the general education curriculum? What are some ways to help these students to access the general education curriculum?
Since the general education program includes valuable information, experiences, and skills that are important for all learners to acquire, it is imperative that these opportunities are provided to students with disabilities as well. Therefore, students without and those with disabilities have the right to access general education curriculum. To help students with disabilities access the same educational services they are afforded suitable accommodations and modifications.
4. What are accommodations? Modifications? Alternate assessments? When should each of these be …show more content…
What are the types of things that you noted to be very concerned or moderately concerned about?
The types of things that were noted as very concerned or moderately concerned about include student learning, teaching ability, how I am perceived by parents and peers, lack of support from the community, school leaders or administrators, peers and parents.
2. What are the things that are of little or no concern?
Things that are of little or no concern relates to whether I am able to teach effectively when another teacher is present, administrative disruptions, lack of respect from students, ability to work with disruptive students, inability to deal with troublemakers in the class, opinions that my peers may have of me about my teaching ability or inability, getting students to behave, having control of the classroom.
3. Are there any patterns?
Yes, there are patterns. There are concerns pertaining to my teaching ability, whether I can effectively teach and promote student learning so that they can apply what they learn, having support from the community, school administrators, peers and parents.
An elevated amount of concern pertains to whether I am able to adequately perform my duties as an educator in helping students learn and achieve academic