When we use the phrase “at grade level” in terms of achievement…challenges arise. A “one size fits all” approach is not ideal.
No Child Left Behind requires that 95 percent of special education students be tested, and most of the students in that 95 percent must take the same test as regular education students. At least 50 percent must pass reading, math and science.
This is a huge expectation to put on schools. Teachers need to be provided with a ton of support, resources and training to be able to accomplish this. And unfortunately when we put so much of our focus and so many of our resources on the lower achieving students, often we completely leave behind our highest performing students. For some students, expecting them to perform work “at grade level,” means holding them back…students who have the potential to soar far beyond grade level.
In delivering a 21st century education to students, we must be certain we are providing that to students at all achievement levels. We must be willing to differentiate the curriculum and modify our expectations. A 21st century curriculum for one student may not be a 21st curriculum for another.
“Expecting all children the same age to learn from the same materials is like expecting all children the same age to wear the same size clothing.” – Madeline Hunter
No Child Left Behind
When we use the phrase “at grade level” in terms of achievement…challenges arise. A “one size fits all” approach is not ideal.
No Child Left Behind requires that 95 percent of special education students be tested, and most of the students in that 95 percent must take the same test as regular education students. At least 50 percent must pass reading, math and science.
This is a huge expectation to put on schools. Teachers need to be provided with a ton of support, resources and training to be able to accomplish this. And unfortunately when we put so much of our focus and so many of our resources on the lower achieving students, often we completely leave behind our highest performing students. For some students, expecting them to perform work “at grade level,” means holding them back…students who have the potential to soar far beyond grade level.
In delivering a 21st century education to students, we must be certain we are providing that to students at all achievement levels. We must be willing to differentiate the curriculum and modify our expectations. A 21st century curriculum for one student may not be a 21st curriculum for another.