Identifying essential knowledge and skills that students need to know requires professional and collaborative observing, monitoring, planning, and evaluating with shared responsibilities and ownership of decisions and tasks. For example, a standard is identified and described in terms of rigor, prerequisite skills, how and when it is taught, ways mastery will be determined, and opportunities for extension (Buffum, Mattos, & Weber, 2012). Many students within inclusive classrooms require interventions that allow the learning standards to be revisited at set times during the year to ensure retention and generalization. If a sixth-grade student demonstrated his or her ability to provide a concluding written statement or section that follows from an argument in October, that does not mean that ...
Response to Inclusion Interventions
Response to inclusion interventions