In a previous article, I questioned the current choices for assessing students on IEPs who are being graded using BC’s four-point provincial proficiency scale: the first option would be to evaluate students at grade level and the second would be to evaluate students at the grade level they are working at – neither solution is ideal. And this got me thinking that perhaps it isn’t a question of either-or but rather a combination of both in the form of a dual-tracking reporting system, for lack of a better term.
If a school were to choose a dual-tracking reporting system, not much in the way of an existing template would need to change, only the addition of another column so that both the progress for the student’s existing grade level and the one they are working at could be displayed. In doing so, a student on an IEP would not be discouraged as in addition to seeing “Emerging” in subject areas where they weren’t working at grade level, they would also be able to see “Proficient” in those same subject areas to reflect progress that has been made. Taking things one step further, additional space could be provided so that learning support staff could add their comments explaining the student’s progress at the grade level they are working at. And when all this is put together it could look like the generalized template below:
Providing teachers with the option to report on student progress using a dual-tracking reporting system allows for flexibility with the types of assignments that are given to learners in class as they can be challenged at grade level and/or the level they are working at in any given subject area. As for high school students who may want to pursue some form of post-secondary option, a dual-tracking reporting system also provides a clearer picture to the institutions they apply to about where they are in terms of grade levels and achievement.
This is one solution to the issue of assessing students on IEPs but it certainly isn’t the only one. All thoughts are welcome, feel free to share any solutions you may have!