Student Unpreparedness for Academic Tasks
By Katherine Westfield
Teachers at the ML Inclusion School are not preparing and an opportunity to develop skills in order for students to achieve at the "meeting standards" level across the standards they are graded on. he ML Inclusion School is a grade 9-12 school for students specificially diagnosed with emotional impairments (though other disabilities are represented in the school). This is my 5th year teaching at the school as the 9th and 10th grade history teacher. Every teacher is duel certified and holds the role of both content teacher and special education teacher.
Within the school there are a wide variety of readiness due to the inclusion model for all classes. With this wide range, adding in students who struggle with emotions and behaviors in class and English language learners, create a task for the teachers to make each lesson and assignment appropriate for each student's level. From observations and data on student's lack of work completion I chose to look further into the cause of this school-wide issue, specifically on literacy tasks. Students frequently show visably and verbally to give up on reading/writing assignments they deem to difficult. One way to work on improving student's work completion is to provide work that is prepared at their readiness level. When a student faces smaller, less intimidating challenges they will be more likely to complete the work through differentiation.