Home/Tag: grading
24 01, 2017

May a report card refer to an IEP or a plan for providing services under Section 504?

2017-06-30T15:36:40-05:00

May a report card identify special education being provided for that student or otherwise indicate that the student has a disability? For instance, may the report card refer to an IEP or a plan for providing services under Section 504? Report cards indicate a child’s progress or level of achievement in specific classes, course content, or curriculum.  Consistent with this purpose, it would be permissible under Section 504 and Title II for a report card to indicate that a student is receiving special education or related services as long as the report card informs parents about their child’s progress or level [...]

May a report card refer to an IEP or a plan for providing services under Section 504?2017-06-30T15:36:40-05:00
23 01, 2017

How Does Mastery of Annual Goals Relate to Grading and Promotion?

2017-06-30T15:48:04-05:00

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 [...]

How Does Mastery of Annual Goals Relate to Grading and Promotion?2017-06-30T15:48:04-05:00
17 01, 2017

Are grades based on progress toward IEP goals or mastery of the curriculum?

2017-06-30T15:53:05-05:00

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? 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. […]

Are grades based on progress toward IEP goals or mastery of the curriculum?2017-06-30T15:53:05-05:00
16 01, 2017

How do you grade for a student with severe cognitive disabilities who is receiving services in the general education setting?

2017-06-30T15:56:46-05:00

Considerations for grading students with severe cognitive disabilities are the same as for all students with disabilities.  The focus of IDEA 2004 is to provide all students access to general curriculum. Students should earn grades based on activities for which they are accessing the standards, not based on progress toward goals and objectives. The expectations for what these students should achieve in the grade-level content may be different from what is required in grade-level achievement standards due to needed modifications; however, the essence of the content at grade level should not change. […]

How do you grade for a student with severe cognitive disabilities who is receiving services in the general education setting?2017-06-30T15:56:46-05:00
16 01, 2017

¿Cómo se califica a un estudiante con discapacidades cognitivas severas que recibe servicios en el entorno de educación general?

2017-06-30T15:57:26-05:00

Las consideraciones para calificar (asignar notas) a los estudiantes con discapacidades cognitivas severas son las mismas que para todos los estudiantes con discapacidades. El enfoque de IDEA 2004 es el de proporcionar a todos los estudiantes acceso al currículo general. Los estudiantes deben obtener calificaciones basadas en las actividades para las que están accediendo a los estándares, no en base al progreso hacia las metas y los objetivos. Las expectativas de lo que estos estudiantes deben lograr con respecto al contenido del grado pueden ser diferentes de las que se requiere en los estándares de logro del grado escolar debido a [...]

¿Cómo se califica a un estudiante con discapacidades cognitivas severas que recibe servicios en el entorno de educación general?2017-06-30T15:57:26-05:00
13 01, 2017

Does Mastery of a Student’s IEP Goal Constitute Mastery of a Course?

2017-06-30T15:58:26-05:00

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. […]

Does Mastery of a Student’s IEP Goal Constitute Mastery of a Course?2017-06-30T15:58:26-05:00

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