1. Grading Students with Disabilities

2. Rationale for Change
2008-US Department of Ed Office for Civil Rights published guidelines regarding disclosure of students with disabilities or students receiving related services.
Report Cards and Transcripts
Elementary and Secondary Level

3. Transcripts
A transcript for a student w/ disabilities cannot indicate that the student has a disability, has been enrolled in a special education program, or has received special education or related services.
A transcript cannot show that a student receives accommodations in a general education classroom.

4. Report Cards
A report card for a student with a disability may identify special education or related services or resources being provided for that student or otherwise indicate that the student has a disability.

5. What is the difference between an accommodation and a modification?

6. (Universal Design for Learning) STUDENT WOULD RECEIVE STANDARD GRADE
Accommodations
ACCOMMODATIONS OR ADJUSTMENTS TO LEARNING AND/OR INSTRUCTION CREATE EQUITABLE OPPORTUNITIES FOR STUDENTS TO ACHIEVE GENERAL EDUCATION CURRICULUM CONTENT STANDARDS.
(Universal Design for Learning)
STUDENT WOULD RECEIVE STANDARD GRADE

7. Accommodations or Adjustments to Learning and/or Instruction are Used:
When the nature or severity of the student’s disability is such that access to the general education curriculum content standards with the use of supplementary aids, services or accommodations can be achieved satisfactorily as outlined in student’s IEP.

8. Accommodations do not fundamentally or substantially alter or lower the general education curriculum content standards (Grade Level Content Expectations or High School Content Expectations)

9. Abbreviated Sample of Accommodations

10. STUDENT WOULD RECEIVE CREDIT /NO CREDIT
Modifications
MODIFICATIONS TO GENERAL EDUCATION CURRICULUM CONTENT STANDARDS SUBSTANTIALLY ALTER OR LOWER THE GENERAL EDUCATION CURRICULUM CONTENT STANDARDS.
STUDENT WOULD RECEIVE CREDIT /NO CREDIT

11. Modifications: are used when the nature or severity of the student’s disability is such that access to general education curriculum content standards with the use of supplementary aids, services or accommodations cannot be achieved satisfactorily.

12. Credit/ No Credit
Should only be used with students on modified curriculum.
(usually students taking MI-Access)
Must be written in student’s IEP

13. What Will Change?
The use of asterisk grading for students with disabilities has been eliminated.
A comment will be added to report card and progress report:
“Grade reflects accommodations”
3. An explanation page can be added to the Student Information System which details the accommodations or modifications to be provided to the student.
Student Information System accessible to ALL TEACHERS ex. IKE Powerschools

14. What Will Change?
4. The District Wide Grading Scale shall be applied to all assessments for students with disabilities, if reflected on the IEP. The District Wide Grading Scale states that 50% is the lowest grade that may be given for quarterly and semester grades.
Student Information System accessible to ALL TEACHERS ex. IKE Powerschools

15. Secondary Instructions
Each school needs to add a comment code on record card and progress report
grade reflects accommodations
An explanation page will be added to the Student Information System that will indicate an individual’s accommodations or modifications which all teachers could access.
PowerSchool ex. Eisenhower
School improvement team to add comment code
PowerSchool will allow administrators to change comment code

16. Secondary Instructions
Credit /No Credit to be used with students on modified curriculum only. The criteria is to be outlined in student’s IEP.
Parents will be informed of the student’s progress toward IEP goals/objectives at the same time that report cards are issued.

17. Elementary Instructions
Do not use asterisk grading code on student report cards.
Put both special education and regular education teacher names on report card.
Under Support Services check “As per IEP” and under it write in “Grade(s) reflect accommodations”

18. Elementary Instructions
Parents will be informed of the student’s progress toward IEP goals/objectives at the same time that report cards are issued.
Teachers collaborate to give the grade

21. The information listed will establish understanding and consistent practices throughout Utica Community Schools for grading students with disabilities. The recommendations will also assist in ensuring compliance with federal laws.