01-02-2009, 12:07 PM
I'm a regular ed. teacher with full inclusion language arts students. I use a combination of standards-based checklists, anecdotal records, running records, and comprehension tests adapted from our state public release tasks. We also do the DRA (Developmental Reading Assessment) with all of our students, including the special education students.I'm really liking the standards-based checklists right now, although they are a lot of work. First I build a pretest based on our state assessment anchors. Then, I mark on a checklist how students did on the pretest. As I observe students during guided reading, I mark how they are doing on the checklist, so that I can see progress over time. It works well...and the special education students can shine in some areas, like finding similes, and this gives me an opportunity to use flexible groups so they are not always in the"low"group.I hope this helps!
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