All of my Deaf students have IEPs with yearly writing and reading goals to ensure they are provided an education not only in their native language ASL, but also at their developmental level. Oftentimes, students miss the forest for the trees in that they see each assignment as small hurdle for them to jump over on the path to playing Fortnite or going on social media. They tend to miss the overarching point of projects and test and many times do not know what their individual goals are for the year.
With these binders I hope to give them the full picture and empower them to take part in their education and goal achievement. I plan to divide the binders into 5 parts: IEP writing goal tracker, IEP reading goal tracker, state standards covered, unit showcased work, and weekly reflections. In the first two sections they will be given a copy of their IEP goal along with a tracker sheet. Each time we start an assignment specifically related to accomplishing the goal, the students will be told this and in the end, note their progress. For the state standards covered, after each unit, we will check off which standards we have completed. My favorite section is the unit showcase section where students will pick a project, test or assignment they are most proud of throughout the unit and place it in the binder. Finally, weekly reflections will be kept as a means of monitoring social emotional growth along with students’ GPA. It is my hope that in allowing students to track their own progress they will be more motivated, have a better understanding of the “why” behind the work they are given and learn a skill that they can carry with them into the future.
About my class
All of my Deaf students have IEPs with yearly writing and reading goals to ensure they are provided an education not only in their native language ASL, but also at their developmental level. Oftentimes, students miss the forest for the trees in that they see each assignment as small hurdle for them to jump over on the path to playing Fortnite or going on social media. They tend to miss the overarching point of projects and test and many times do not know what their individual goals are for the year.
With these binders I hope to give them the full picture and empower them to take part in their education and goal achievement. I plan to divide the binders into 5 parts: IEP writing goal tracker, IEP reading goal tracker, state standards covered, unit showcased work, and weekly reflections. In the first two sections they will be given a copy of their IEP goal along with a tracker sheet. Each time we start an assignment specifically related to accomplishing the goal, the students will be told this and in the end, note their progress. For the state standards covered, after each unit, we will check off which standards we have completed. My favorite section is the unit showcase section where students will pick a project, test or assignment they are most proud of throughout the unit and place it in the binder. Finally, weekly reflections will be kept as a means of monitoring social emotional growth along with students’ GPA. It is my hope that in allowing students to track their own progress they will be more motivated, have a better understanding of the “why” behind the work they are given and learn a skill that they can carry with them into the future.
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