While research shows that progress monitoring for students with disabilities should be done weekly for academics and daily for behavior, we also live in the ‘real’ world.? ?5456M
. While research shows that progress monitoring for students with disabilities should be done weekly for academics and daily for behavior, we also live in the "real" world.
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. Module 6: Discussion — Progress Monitoring in the "Real" World
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Discussion – Progress Monitoring in the "Real" World
While research shows that progress monitoring for students with disabilities should be done weekly for academics and daily for behavior, we also live in the "real" world. Most special education teachers have limited time with their students. The majority of students with disabilities are served in the general education setting. During the limited time they are receiving support from a special education teacher, time is spent on making up classwork, homework, projects, and providing instruction on the deficits in the IEP (that might or might not align to the instruction in the general education classroom).
Instructions:
In this discussion, provide practical and evidence-based strategies for progress monitoring in the general education setting for students with disabilities. Include how you would communicate and work collaboratively with general education teachers to progress monitor.
· What strategies do you currently/or would you use to ensure weekly progress monitoring for a student with a disability in a general education setting 80% of the day?
· How can progress monitoring be used to ensure fidelity to IEP services or interventions? What plan would you develop to ensure fidelity with progress monitoring?
Posts to the forum must adhere to the Discussion Board Rubric for the course.
Submission Instructions:
The Discussion Board is intended to foster a dynamic, flowing discussion that stems from students’ engagement with course materials, one another, and faculty. Students are expected to ground their ideas and responses to one another in the course materials, in their own experience, and in additional outside references.
Be sure to use and cite from two professional journal readings AND one assigned textbook reading in your initial post. Conform to APA guidelines as you write your response and create your source citations. Be sure to also follow APA guidelines for your in-text citations. (One of your professional journal readings should be from the module's assigned readings; the second reading may come from either the assigned readings or your own research.)
Your initial post should be 300-350 words each.
Peer Responses
For your reply posts, cite (Using APA format) from module required readings or enrichment materials, and relate your comments to your own experience or opinion. When you write your responses to two peers, both questions can be answered in the same paragraph(s). Peer reply posts must be at least 150 – 200 words each.
Your may respond in any of the following ways:
· Ask a question.
· Share an insight.
· Offer an opinion.
· Make a suggestion.
· Note a similarity or difference to your posting.
Return to the Discussion forum and read responses given to you by other students. Reflect upon what you learned and/or any insights you gained. Be sure to respond to any follow up questions from classmates.
(Please note you must submit your initial post before you will be able to see any classmates' posts.)
Submission Deadline: Please post your initial response by 23:59 CST Wednesday of Week 6, and comment on the posts of a classmate by 23:59 CST Sunday.
REFERENCES
Polloway, E., Patton, J., Serna, L., & Bailey, J. (2017).Strategies for Teaching Learners with Special Needs (Eleventh Edition).Pearson Publishers
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