Gauging student progress in a special education classroom is directly related to carefully following each students individualized education plan (IEP). Progress is measured in increments of growth, such as improved reading levels, as measured by standardized tests. Strengths are built upon and weaknesses are remediated whenever possible. Individual portfolios containing written work are studied by the classroom teacher in order to further evaluate progress. Depending on the outcome, adjustments may be made in content focus or in teaching strategies.
Teacher observation of a student's individual and group participation in classroom projects, as well as interaction with other students is an ongoing process of evaluation. Behavior management is measured according to an individual's specific behavioral plan and might include such things as; time on task, promptness to class, use of appropriate language, control of outbursts, or completion of assignments, etc.
Graded tests and quizzes, teacher corrected worksheets, completed assignments including both classroom and homework assignments are additional ways of evaluating student progress. Classroom participation, including positive contributions to group discussions is another valuable tool for accessing individual progress. Clearly the most important evaluation of an individual's school success or failure is a review of his attendance record. All failures in my classroom are due to lack of consistent school attendance. The ramifications of poor attendance override the best teaching strategies and the finest curriculum plans.
Unit Topic: Kwanzaa
Personal Identity Flags
This project should be assigned during the unit of study depicting Kwanzaa. Students will have already read several books on the topic, and will have engaged in group discussions concerning the holiday.
Students will create individual "Identity Flags" in the following manner. The teacher will:
1. Lead a discussion focusing on the African American flag, emphasizing the significance of the colors red, green, and black, found in both the flag and the Kwanzaa candles. Information to be reintroduced:
RED - struggle for fairness and freedom, blood
BLACK - symbol of African American unity, dark skin color
GREEN - hope for the future, spring, new growth
2. Introduce the idea of creating flags representing individuals. Show examples. Explain the meaning of the designs and colors.
3. Generate a list of at least eight items representing personal attributes. Share this with the class, and assist them in creating their own lists. Brainstorm.
4. Help the students in selecting two to four items from their list to base their flag designs on. Discuss how these could be represented.
5. Guide students in planning a sketch of what their flags will look like. Make suggestions and encouraging comments. Suggest various sizes and shapes to use for the flags.
6. Present the students with a choice of materials to use; colored paper, felt, material, paint, markers, etc. Assist students in creating individual flags or banners.
7. Assign students the task of describing their flags in writing. Expect outcomes to vary according to ability levels.
8. Display the finished products (flags with descriptions) in the classroom, or in another suitable location within the school building.
Unit Topic: St. Patrick's Day
This test should be given following the completion of the unit of study on St. Patrick's Day.
Answer the following statements with the words TRUE or FALSE. If you think that a statement false, please correct it with your own words.
1. Saint Patrick is credited with bringing Christianity to Ireland.
2. Churches and schools in Ireland were started by St. Patrick.
3. Irish people celebrate St. Patrick's Day by wearing blue.
4. Saint Patrick spent six years in captivity, tending sheep.
5. The shamrock is a symbol of St. Patrick's Day.
6. According to legend, St. Patrick drove the snakes out of Ireland with drumming, and hurled the last one into the sea.
7. Saint Patrick was a humble man, who helped the poor.
8. People celebrate St. Patrick's Day in the Fall.
9. The largest St. Patrick's Day parade is held in New York City.
10. People often celebrate St. Patrick's Day by eating a meal of corned beef and cabbage.
11. Adults never drink beer on St. Patrick's Day.
12. Saint Patrick's Day was first celebrated in Philadelphia in 1780 by the Friendly Sons of St. Patrick.
Unit Topic: Hanukkah
This worksheet should be assigned during study of the Hanukkah holiday. Students will be in the process of reading various books cited in the unit.
Choose the best answer from the words in the box below. Write that answer in the blank to complete the sentence. You may use reference materials to help you fine the correct answer.
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Festival of Lights Menorah dreydl
1. ________ is the holiday which celebrates the religious freedom won by the Jews many years ago.
2. Today Hanukkah is celebrated for _______ days.
3. The __________________ is a Jewish candle holder, shaped like a tree.
4. Each evening during Hanukkah, candles are lit to celebrate the importance of _____________.
5. The ______________________ or "servant candle" is used to light the other candles in the Menorah.
6. The four-sided top used for playing games is called a ___________________.
7. Coins given to Jewish children are called _______________________.
8. Hanukkah is sometimes called the ___________________________.