Question

A fourth-grade class includes two students with Individualized Education Programs (IEPs). When planning classroom entry-level and progress-monitoring assessments for these students, the teacher should:

Answer 1

When planning assessments for students with IEPs, the teacher should align them with the students' IEP goals, use a variety of assessments, and consider necessary modifications or accommodations.

Step-by-step explanation:

When planning classroom entry-level and progress-monitoring assessments for students with Individualized Education Programs (IEPs), the teacher should:

1. Ensure that the assessments are aligned with each student's IEP goals and objectives.
2. Use a variety of assessments to evaluate the students' progress in core conceptual understanding, brief explanations, and more in-depth assignments.
3. Consider any necessary modifications or accommodations to ensure the assessments are fair and accessible for all students.

By following these steps, the teacher can effectively assess the learning progress of students with IEPs and provide appropriate support and interventions.