Grading Frequently Asked Questions
General Questions: - May a report card for a student with a disability simply refer to another document that more fully describes the student’s progress?
- May a report card for a student with a disability identify special education or other related services or resources being provided for that student or otherwise indicates 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?
- May a report card for a student with a disability distinguish between special education programs and services and general education curriculum classes through specific notations or the use of asterisks or other symbols?
Purpose and Audience of Grades:- Can teachers base grades on a student’s effort, work habits, attendance, and/or participation?
- When are letter grades appropriate/not appropriate?
- How can teachers use rubrics in the grading process?
Decision Making and Grading Responsibilities- How can teachers provide accommodations or modifications on assessments in class if the student cannot use those accommodations on state assessments?
- If a student is receiving special education services, should a student’s progress or mastery toward his or her IEP goals be the basis for his or her grades?
- How does mastery of annual goals relate to grading and promotion?
- Does mastery of a student’s IEP goal constitute mastery of a course?
- Can a school have a modified “grading system” for certain programs of students such as low incidence program?
- How do you grade for a student with severe cognitive disabilities who is receiving services in the general education setting?
- 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?
- Who determines grades for students who receive special education services?
- Who determines the accommodations and modifications for a student with a disability?
Best Practices: - Should a teacher give a zero for work that is missing or incomplete?
- How does the weight of assignments (i.e. large projects, term papers, final exam vs. classwork, quizzes, and homework) affect an overall grade?
- Should a teacher include a student’s behavior and/or work ethic in his or her grade?
- Should teachers take points/letter grades off for assignments that students submit after a due date
- Should a teacher compare students’ achievement to one another in order to obtain a grade (grading on curve)
- In early childhood settings, should a teacher assess progress only at the beginning of the year and end of the year?
*Adapted from TEA/ESC Region 20 "Grading and Progress Monitoring for Students with Disabilities"
Additional Resources
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