Report Card Grading for Students with Disabilities
GUIDELINES: Report Card Grading for Students with Disabilities
When the IEP team chooses modifications for a student, they should agree on how a learner will be assessed and graded on individualized goals before the student actually begins her work and is assigned grades. The learner and her parents should expect the teacher to clarify, usually in writing, the extent that report card grades are based on individualized goals. Parents should be aware, especially when their children enter high school, that modified curriculum may have an impact on the type of diploma the student receives and the range of post-secondary options open to the student.
The Common Core Standards represent the core knowledge, skills and competencies all students should learn to be effective and productive members of society. When appropriate, students with special needs shall be instructed in those same essential knowledge and skills using methods adapted to their needs. Where a handicapping condition renders the knowledge and skills inappropriate for the particular student, instruction shall be especially designed based on the student’s abilities as identified and established by the student’s Individual Education Plan (IEP).
• Students may require different types of instruction and testing according to their learning situation. Documentation is required and should be noted on the IEP for special education students.
• In most cases, students will receive their grade from the regular classroom teacher with modifications provided by the regular and special education teachers. Students who participate in the NC Extended Content Standards shall receive the grade from the appropriate special education teacher, with IEP modifications provided.
• Grades must be partially-based on student progress toward the objectives identified in the IEP. The IEP becomes the minimum standard for a special education student.
• A handicapped student may receive a failing grade for the following reasons provided it is not related to the handicapping condition:
· refusal to make acceptable effort
· failure to turn in assignments
· refusal of modifications
· excessive absences following attendance policy resulting in no credit
• The teacher must complete a Progress Report at each grading interval. If a student with disability is not making acceptable progress, an IEP meeting should be scheduled to review the IEP.
When the IEP team chooses modifications for a student, they should agree on how a learner will be assessed and graded on individualized goals before the student actually begins her work and is assigned grades. The learner and her parents should expect the teacher to clarify, usually in writing, the extent that report card grades are based on individualized goals. Parents should be aware, especially when their children enter high school, that modified curriculum may have an impact on the type of diploma the student receives and the range of post-secondary options open to the student.
The Common Core Standards represent the core knowledge, skills and competencies all students should learn to be effective and productive members of society. When appropriate, students with special needs shall be instructed in those same essential knowledge and skills using methods adapted to their needs. Where a handicapping condition renders the knowledge and skills inappropriate for the particular student, instruction shall be especially designed based on the student’s abilities as identified and established by the student’s Individual Education Plan (IEP).
• Students may require different types of instruction and testing according to their learning situation. Documentation is required and should be noted on the IEP for special education students.
• In most cases, students will receive their grade from the regular classroom teacher with modifications provided by the regular and special education teachers. Students who participate in the NC Extended Content Standards shall receive the grade from the appropriate special education teacher, with IEP modifications provided.
• Grades must be partially-based on student progress toward the objectives identified in the IEP. The IEP becomes the minimum standard for a special education student.
• A handicapped student may receive a failing grade for the following reasons provided it is not related to the handicapping condition:
· refusal to make acceptable effort
· failure to turn in assignments
· refusal of modifications
· excessive absences following attendance policy resulting in no credit
• The teacher must complete a Progress Report at each grading interval. If a student with disability is not making acceptable progress, an IEP meeting should be scheduled to review the IEP.