Grades should accurately reflect the student’s relative mastery of the curriculum (i.e., the district’s Prekindergarten curriculum at Pre-Kindergarten and the Texas Essential Knowledge and Skills (TEKS) at Kindergarten through twelfth grade). In order to make grades accurate and fair, schools should apply clear and compelling standards for grading.
While students who receive special education services are required to have annual individualized education program (IEP) goals, these goals are not a substitute for the grading assignments linked to the general curriculum. Instead, IEP goals identify specific areas of need in which a student will receive specially designed instruction from a special educator in order to access and progress in the general curriculum. Rather than substituting for or supplanting the general curriculum, IEP goals help a student access and progress in the general curriculum.
Because teachers of all students exercise judgment in grading in the classroom, there is room for subjectivity to enter the grading arena. This becomes especially challenging when teachers are also implementing IEPs in both self-contained and inclusive settings.
The resources below serve as guidance when grading students with disabilities and monitoring and measuring progress on IEP goals
Grading and Progress Monitoring for Students with Disabilities 2018 (Interactive Version)
Grading and Progress Monitoring for Students with Disabilities 2018 (Print Version)
Interpreting Progress Monitoring Data
What is Effective Progress Monitoring of IEP Goals?
Co-Teaching A How-To-Guide: Guidelines for Co-Teaching in Texas (Uploaded May 2018)
Working with Paraprofessionals: A Resource for Teachers Working with Students with Disabilities (Uploaded May 2018)
Specially Designed Instruction: A Resource for Teachers (Uploaded May 2018)
Case Study: Making Connections to the General Curriculum Using the 7 Step IEP Process (Uploaded April 2018)
Grading and Progress Monitoring for Students with Disabilities (Uploaded April 2018)
Project Manager, Progress in the General Curriculum Network
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