Daily or weekly behavioral or academic tracking that results in feedback and/or contingent reinforcement to a student during the school day. Tracking can also include public posting. Data are collected regularly, evaluated and program adjustments are made as needed. This is a level I procedure.
Putting students into classes based on perceived ability to learn; students may be tracked as college-bound, general vocational, or remedial; in elementary schools this often called grouping. See ability grouping.
Permanently grouping students by ability, such as in the "low", "middle", or "high" math or reading group.
A term used to describe the assignment of students to specific courses and educational programs based on their test scores, previous grades, or both.
A common instructional practice of organizing student groups based on their academic skills. Tracking allows a teacher to provide the same level of instruction to the entire group. Also called ability grouping.
the grouping of academically similar students for all or most of the school day by most professionals. Grouping students for specific subjects (reading, math, etc.) is usually beneficial for the child as long as he or she is free to advance to other groups as academic improvements occur.
educational practice of placing students in a series of classes or a curricula targeted at a specified achievement or ability level. Examples are: vocational/technical, college preparation.
Practice of grouping students in curricular paths by achievement levels, for example, college preparatory or vocational. See also Homogeneous grouping.