Progress Monitoring Systems Not Being Appropriate For The...

There are many issues about progress monitoring in early childhood such a progress monitoring systems not being appropriate for the early childhood classroom, and the only focus of progress monitoring is on academic skills. This is an issue that is happening because people without early childhood education background are pushing down systems that work in the upper grades without taking into consideration the demographic that needs the interventions. This is something I have personally experienced in my own school. Since I teach at Pre-K-12 school, I am in a RTI team of elementary educators that don’t fully understand what is needed in the early childhood classroom. A few years ago I went looking for behavior intervention for a student and was suggested that I should sit down to complete a puzzle with him because it might make him enjoy school. It didn’t address how to address the target behavior and create a replacement behavior. Luckily, we live in the internet age whe re I was able to look up a researched based intervention for the boy’s behavior. RTI in the younger years are supposed to be a collaborative team effort, and it is an issue that teams are unable to work together to come with ideas for each student. I have colleagues at other schools report the same findings. The teams are not really digging deep in the child’s needs, but just skimming over the top the data to help thus not allowing an understanding of target behavior or the function behind it. I thinkShow MoreRelatedAn Individualized Education Program ( Iep )1611 Words   |  7 Pagesthem with an appropriate education. Inclusions are teaching approach that focuses on including students with special education needs in the general or mainstream classrooms. Inclusion goes beyond placement in a general education class. 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