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.
IEP Implementation and Progress Monitoring: Administrative Considerations (April 2018)
Case Study: Making Connections to General Curriculum Through the Seven Step IEP Process (April 2018)
Grading and Progress Monitoring for Students with Disabilities (April 2018)
Desarrollo de metas anuales del Plan de Educacion Individual (IEP) Documento de preguntas y respuestas (March 2018)
Individual Education Plan (IEP) Q and A 2017 (February 2018)
Least Restrictive Environment (LRE) Q and A (January 2018)
Least Restrictive Environment Infographic (December 2017)
Project Manager, Progress in the General Curriculum Network
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