TEC §28.0216 requires that school district grading policies: “(1) must require a classroom teacher to assign a grade that reflects the students’ relative mastery of an assignment; [and] (2) may not require a classroom teacher to assign a minimum grade for an assignment without regard to the student’s quality of work.” These rules apply to classroom assignments, examinations, and overall grades for each grading period. Because of this, teachers may not assign a grade based on effort, and schools cannot pass a student who has not mastered the curriculum. Since goals can be either academic or functional in nature, they either [...]
https://www.youtube.com/watch?v=gQ9mYEXdOEw&w=500 If a student is receiving instruction in a resource setting, do you determine grades based on progress toward their IEP goals or on progress toward mastery of the curriculum? [rescue_spacing size=”15px”] All students are general education students first. For all students in the state of Texas grades K-12, the state standards are the TEKS. A student’s education setting does not change curriculum standards. Students should earn grades for activities in which they are accessing the standards. […]
TEC §28.021(a) requires that promotion from one grade level to the next be determined “only on the basis of academic achievement or demonstrated proficiency of the subject matter of the course or grade level.” Mastery of an IEP goal does not automatically constitute passing a course, and passing a course does not automatically equate to mastering an IEP goal. […]
What can you do if the school appears unwilling and/or unable to create a program or services to prevent your child from falling further behind or to narrow the gap with his or her peers? The school may say “Your child is making good progress” or “Your child is making passing grades”. Recall the Law An individualized education program “must include … A statement of measurable annual goals, including academic and functional goals designed to— (A) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education [...]
A student’s progress or mastery toward his/her IEP goals is never the basis for his/her grade. It is important to point out that, even if written in measurable terms, a goal such as “70% mastery of grade- level TEKS” does not meet IDEA requirements of a measurable goal detailed in 34 CFR §300.320(a)(2)(ii). Such a goal is simply a restatement of the expectations for all students in general education.
Monitoring your child’s progress is important anytime, but it is especially important now that the school year is half over. Reports from the school are not always very specific. Where is the child in relation to his/her peers, the grade level curriculum, his/her IEP goals? The PRN website blog will be focusing on progress monitoring this month. We will be sharing articles and resources on grading and how to determine if your child is making progress towards IEP goals, a Section 504 plan, in RTI, and the general curriculum. You are encouraged to leave comments and ask questions at the end of [...]