Elementary Grading Guidelines for Students with Disabilities
Transcript of Elementary Grading Guidelines for Students with Disabilities
Revised April 2018
Elementary Grading Guidelines for Students with Disabilities
Students Receiving Accommodations Under Section 504
Students receiving accommodations under Section 504 are responsible for mastering the entire general education
curriculum with accommodations only. Accommodations alone, such as extra time or large-print textbooks do not
alter the curriculum and are not coded on the report card. Documentation reflecting the implementation of
accommodations is required. District grading policies will apply to students participating in the general education
curriculum without curriculum modifications unless determined otherwise within the student’s individual
accommodation plan (IAP).
Students Receiving Services Under IDEA
Students with disabilities receive instruction in a variety of settings as determined by the Admission, Review, and
Dismissal Committee (ARDC). Each student with a disability must have an individualized education plan (IEP) that is
properly developed, implemented, and maintained in the least restrictive environment that is appropriate to meet the
student’s educational needs.
The Texas Education Code §28.002 states that all students shall participate actively in a balanced curriculum designed
to meet individual needs. The TEKS represent the core knowledge, skill, and competencies all students should learn, in
order to be effective and productive members of society. Students with disabilities shall be instructed in the TEKS in a
manner appropriate to their needs. The student’s IEP must include a statement of measurable annual goals designed
to 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 curriculum. For students taking alternate assessments aligned to alternate achievement standards, the
IEP must also include a description of benchmarks or short-term objectives. The following guidelines are meant to
ensure that grades convey meaningful information to parents regarding their child’s progress.
1. Students with disabilities who do not meet the Pre-K age requirements (4 years old by September 1st) enrolled
in a PPCD class
An IEP and/or BIP updates will serve as the report card for students enrolled in a PPCD program.
2. Students with disabilities who are Pre-K age (4 years old by September 1st) enrolled in a PPCD class
Students enrolled PPCD will receive IEP and/or BIP updates as well as a report card each grading period. In
addition, they will receive the Early Literacy and Early Math Skills checklist (Appendix A).
3. Students with disabilities who are Pre-K age (4 years old by September 1st) enrolled in a Pre-K Inclusion class
Students enrolled in Pre-K inclusion will receive IEP and/or BIP updates as well as a report card each grading
period.
4. Students with disabilities who are in grades K-2
For students who are in grades K-2 and who are functioning below grade level expectations in the area of reading,
an Early Literacy Skills Checklist (See Appendix B) will accompany the regular report card to reflect growth of
reading skills, even though the student is performing below grade level. For students in grades 1-2 who are
functioning below grade level expectations in the area of math, the Early Math Skills Checklist (see Appendix B)
will accompany the regular report card. District grading policies for science and social studies will be followed for
students in grades K-2.
Revised April 2018
5. Students in grades 3-5 participating in the general education classroom, are enrolled in a regular TEKS
curriculum:
The ARDC may determine that a student with a disability will be responsible for mastering the entire general
education curriculum with accommodations only. Accommodations alone, such as extra time or large-print
textbooks do not alter the curriculum and are not coded on the report card. Documentation reflecting the
implementation of accommodations is required. District grading policies will apply to students participating in the
general education curriculum without curriculum modifications unless determined otherwise by the student’s
ARDC.
6. Students participating in the general education and/or special education classroom and are enrolled in a
modified TEKS curriculum:
The ARDC may determine that a student with a disability requires extensive accommodations within the general
education curriculum. If a student is receiving modified instruction in an academic setting, his/her daily grades will
be the grade earned by the student after receiving modified instruction and assignments/activities as appropriate;
the student’s test grades from teacher and campus created tests will also reflect his/her grade earned with
appropriate modifications. The student’s test grades from district assessments (CBAs and simulation tests) will be
determined using a modified passing standard (see Appendix B). Students will receive grades from the general
education teacher, the special education teacher, or jointly as determined by the ARDC.
7. Students participating in the general education and/or special education classroom in grades K-5 who are
enrolled in an alternative TEKS curriculum, and are projected to take the STAAR-Alternate for state testing:
The ARDC may determine that a student’s disability impacts achievement to the extent that the student must be
assessed on alternate standards. District grading policies will not apply to these students. Grades for students
who are projected to or who will be taking the STAAR-Alternate for state testing will be calculated as follows:
Students will receive a minimum of 16 grades during each 9 week grading period, which will be categorized into
three areas for ELA, Math, Science, and Social Studies:
A Curriculum Performance: This grading category will be weighted as 34% of the student’s grade; one grade per grading period. Based on the mastery criteria set in the student’s long term goal (i.e. 3/5 trials, 70%), use the TEKS Alternate Grading Conversion Chart (Appendix D) to determine the grade for each short-term objective. The average of all short-term objective grades for each subject will serve as the Curriculum Performance grade. Do not take a grade for any objective that has not yet been addressed.
B Pre-Vocational: This grading category will be weighted as 33% of the student’s grade; one grade per month. A grade will be assigned based on pre-vocational skills pertaining to each subject area. Grades will be assigned as follows:
70 – Minimal progress (no logical order to task, task is incomplete, requires hand-over-hand [if not written into IEP as required support], etc.)
80 – Showing improvement (some sequencing of steps, finished product isn’t completed correctly, teacher reteaches and provides support above and beyond student’s documented needs)
90 – Mastered a skill in an isolated or single setting (i.e. can complete a sequence within the fundamental skills classroom but not in the kitchen or other area, teacher support is minimal)
100 – Mastered and generalized the skills across settings (with little to no teacher interaction)
C Group Collaboration: This grading category will be weighted as 33% of the student’s grade (which should not fall below a 60%); one grade per grading period.
Revised April 2018
If any student has not made sufficient progress on 2 progress reports / report cards consecutively, an ARD meeting will
be held to review the student’s IEPs, put more supports into place, etc. For all students there may be situations where
modifications to the district grading policies are necessary. Such exceptions to the district grading policy shall be
outlined within the student’s individual education plan.
Reporting Progress on the Individual Education Plan
The Individuals with Disabilities Education Act (IDEA) requires that in addition to reporting grades, that progress on the
goals and objectives in the IEP must be reported at the same intervals as progress reporting for students without
disabilities. In the Alvin ISD, students are graded quarterly and progress reports are sent home at three week
intervals. For purposes of meeting the requirements of IDEA, teachers will be required to send home percentage
progress on the goals and objectives in the IEP at the same time that grades are sent home. During progress reporting
periods, a statement of whether or not progress is sufficient to meet mastery of the IEP must be sent home as a part
of the progress report. Any variation from this guideline for progress reporting shall be outlined within the student’s
individual education plan.
Revised April 2018
Appendix A Pre-K Early Literacy Skills Checklist
&
Pre-K Early Math Skills Checklist
Revised April 2018
Student: Pre-K Inclusion Skill Checklist Alvin ISD
Prompt Key: I-Independent V-Verbal M-Model PP-Partial Physical/Tactile G-Gestural/Visual
HOH-Hand Over Hand Assistance NA-Not Addressed
Early Literacy Skills Grading Period Teacher Comments
Language & Communication: 1 2 3 4
Student follows one-step directives
Student follows two-step directives
Student answers yes/no questions
Uses ___ word sentences to communicate
Student expresses wants and needs by:
1:
2:
3:
Reading:
Student can identify uppercase letters by:
1:
2:
3:
Student can identify lowercase letters by:
1:
2:
3:
Student holds/turns pages of books correctly
Writing:
Student makes purposeful marks on paper
Student can imitate strokes:
horizontal
vertical
cross
circle
Student can trace:
lines
simple shapes
letters of names
Student can copy letters
Student can write his/her name
Revised April 2018 Early Mathematic Skills Grading Period Teacher Comments
1 2 3 4
Identify colors:
red
yellow
blue
green
orange
purple
Student rote counts to
Identify numbers:
0
1
2
3
4
5
6
7
8
9
Identify shapes:
circle
square
rectangle
triangle
rhombus
Extend simple patterns
Appendix B K-2 Early Literacy Skills Checklist
&
K-2 Early Math Skills Checklist
Early Literacy Skills Checklist
Name _________ Date __________ 1st 2nd 3rd 4th 9 weeks
Reading: DRA ___ needs to be ____ ___ Identifies the cover of a book ___ Identifies the author’s job ___ Identifies the illustrator’s job Imitates reading behaviors: ___ Points to words ___ Moves top to bottom ___ Moves left to right ___ Identifies where to begin reading ___ Matches ___ /10 pictures that begin with the same letter sound Names upper and lower case letters
___ /26 uppercase ___ /26 lowercase
___ Produces the sound for ___ /26 letters ___ Retells the main events in a story ___ Knows the difference between letters and words ___ Hears rhymes ___ Hears syllables in words ___Hears ending sounds in words ___Puts sounds together to make words ___Reads orally matching word by word ___Uses information from illustrations ___Recognizes and/or reads name ___Recognizes and/or reads high frequency words ___Listens with attention and understanding to oral reading of stories, poems and informational text ___Listens with attention and understanding to directions and questions ___Checks to be sure reading makes sense ___Self corrects while reading ___Uses letter/sounds information to solve unknown words in text without losing meaning ___Reads texts smoothly and fluently ___Monitors punctuation while reading adjusting voice and tone ___Retells the important events of stories in order ___Uses a variety of strategies for comprehending texts ___Reads without pointing
Writing: ___ Holds writing utensil correctly ___ Writes first name in correct formation ___ Writes first and last name in correct formation ___Draws pictures to convey message ___Hears and records sounds ___ Hears and records sounds in sequence ___Uses pictures and words to convey message ___Writes high frequency words ___Remembers message while writing it in logical order ___ Writes each letter of the alphabet (capital AND lowercase) using correct formation, size and spacing ___ Writes from left to right and top to bottom, across several lines ___ Uses correct spacing between letters within words and between words and sentences ___ Writes known words fluently ___ Keeps the composed message in mind while attending to the details of word construction ___ Correctly uses periods question marks and exclamation points ___ Uses complete sentences in written work ___ Organizes ideas before writing on self selected or assigned topics ___ Writes multiple sentences about a single idea ___ Writes about familiar topics and ideas ___ Rereads own writing
KEY:
* Student is making Progress
Student has Mastered
K-2 Early Math Skills Checklist
Primary Grade Academic Skills Checklist
Skills mastered
* in progress
Time
Tells time on analog clock to the hour
Tells time on analog clock to the half hour
Tells time on analog clock to the 15 minutes
Tells time on analog clock to the 5 minutes
Tells time on analog clock to the minute
Can distinguish between a.m. and p.m.
Can read time on a digital clock
Money
Identifies and names penny
Identifies and names nickel
Identifies and names quarter
Identifies and names half dollar
identifies and names dollar coin
Selects penny from a group of coins
Selects nickel from a group of coins
Selects dime from a group of coins
Selects quarter from a group of coins
Selects half dollar from a group of coins
Selects dollar coin from a group of coins
Tells which of two different coins has the greater value
Able to add coins up to 10 cents in value
Able to add coins up to 49 cents in value
Able to add coins up to 99 cents in value
Able to read money amounts using cent symbol, dollar sign, and decimal point to state value of coins.
Number Sense
Rote counts to 25
Rote counts to 50
Rote counts to 75
Rote counts to 100
Counts objects to 25
Counts objects 50
Reads and writes 1-digit numbers
Reads and writes 2-digit numbers
Reads and writes 3-digit numbers
Reads and writes numbers in multiple ways: expanded notation, standard, and pictures/base ten blocks.
Compares whole number values to at least 100 using the symbols greater than, less than and equal to
Compares whole number values to at least 1000 using the symbols greater than, less
than and equal to
Identifies the digit in the one’s place in a 3 digit number
Identifies the digit in the ten’s place in a 4 digit number
Identifies the digit in the hundreds place in a 5 digit number
Calculations
Does 1-digit plus 1-digit with sum less than 10
Does 1-digit plus 1-digit with sum 10 or more
Does 2-digit plus 2-digit with no regrouping
Does 2-digit plus 3 digit with no regrouping
Does 3-digit plus 3-digit with no regrouping
Does 2-digit plus 2-digit with regrouping
Does 2-digit plus 3-digit with regrouping
Does 3 digit plus 3-digit with regrouping
Does 1-digit minus 1-digit
Does 2-digit minus 2-digit with no regrouping
Does 3-digit minus 2 digit with no regrouping
Does 3-digit minus 3-digit with no regrouping
Does 2-digit minus 2-digit with regrouping
Does 3-digit minus 2-digit with regrouping
Does 3 digit minus 3-digit with regrouping
Determines numbers that are 10 more and 10 less
Math Concepts
Identifies the addition sign
Identifies the subtraction sign
Identifies the less that (<) sign
Identifies the greater than (>) sign
Identifies the equal sign
Identifies the decimal point
Identifies the dollar sign and cent sign
Identifies the multiplication sign
Identifies the division sign
Weight Measurement
Compares weight between two items held in hands in terms of lighter than, heavier than, equal to
Visually determines weight relationships between to items in terms of lighter than, heavier than, equal to
Able to read a scale to determine weight of an object
Knows the relative order of ounces, pounds and tons
Linear Measurement
Measures a line less than 12 inches with a ruler to the nearest inch
Measures a line more than 12 inches with a ruler to the nearest inch
Measures a line less than 12 inches with a ruler to the nearest half inch
Measures a line more than 12 inches with a ruler to the nearest half inch
Measures a line less than 12 inches with a ruler to the nearest quarter inch
Measures a line more than 12 inches with a ruler to the nearest quarter inch
Temperature Measurement
Reads a thermometer to gather data: by 10’s
by 5’s
by 2’s
Compares two temperatures in terms of warmer than, cooler than or equal to
Is able to give a verbal description of a temperature (i.e., a temperature of 56 degrees is cool while a temperature of 95 degrees is hot)
Geometry
Determines if two two-dimensional geometric figures are congruent
Tells properties of a triangle
Tells properties of a square
Tells properties of a circle
Tells properties of an oval
Tells properties of a polygon
Creates 2d shapes
Tells properties of 3d shapes
Appendix C Special Education TEKS Modified
Conversion Charts
Third Grade
Reading/Writing Math/Science
% % % % % %
100 100 59 89 19 33 100 100 59 84 19 30
99 99 58 88 18 32 99 100 58 83 18 28
98 99 57 87 17 30 98 99 57 82 17 27
97 99 56 86 16 28 97 99 56 81 16 25
96 99 55 85 15 26 96 99 55 80 15 23
95 99 54 84 14 25 95 99 54 79 14 22
94 99 53 83 13 23 94 99 53 78 13 20
93 98 52 82 12 21 93 98 52 77 12 19
92 98 51 81 11 19 92 98 51 76 11 17
91 98 50 80 10 18 91 98 50 75 10 16
90 98 49 79 9 16 90 98 49 74 9 14
89 97 48 78 8 14 89 97 48 73 8 12
88 97 47 77 7 12 88 97 47 72 7 11
87 97 46 76 6 11 87 97 46 71 6 9
86 97 45 75 5 9 86 96 45 70 5 8
85 96 44 74 4 7 85 96 44 69 4 6
84 96 43 73 3 5 84 96 43 67 3 5
83 96 42 72 2 4 83 96 42 66 2 3
82 96 41 71 1 2 82 95 41 64 1 2
81 95 40 70 81 95 40 62
80 95 39 68 80 95 39 61
79 95 38 67 79 94 38 59
78 95 37 65 78 94 37 58
77 94 36 63 77 94 36 56
76 94 35 61 76 93 35 55
75 94 34 60 75 93 34 53
74 94 33 58 74 93 33 51
73 93 32 56 73 93 32 50
72 93 31 54 72 92 31 48
71 93 30 53 71 92 30 47
70 93 29 51 70 92 29 45
69 92 28 49 69 91 28 44
68 92 27 47 68 91 27 42
67 92 26 46 67 91 26 41
66 92 25 44 66 91 25 39
65 91 24 42 65 90 24 37
64 91 23 40 64 89 23 36
63 91 22 39 63 88 22 34
62 91 21 37 62 87 21 33
61 90 20 35 61 86 20 31
60 90 60 85 Passing – 40% Advanced – 60% Passing – 45% Advanced – 65%
Adapted from TEA –Based on Passing Standards of Phase II for 2015
Fourth Grade
Reading Math/Science Writing
% % %
% % %
% % %
100 100 59 88 19 32 100 100 59 81 19 28 100 100 59 90 19 35
99 99 58 87 18 31 99 99 58 80 18 26 99 100 58 90 18 33
98 99 57 86 17 29 98 99 57 79 17 25 98 99 57 89 17 31
97 99 56 85 16 27 97 99 56 78 16 23 97 99 56 88 16 29
96 98 55 84 15 26 96 99 55 77 15 22 96 99 55 87 15 28
95 98 54 83 14 24 95 98 54 76 14 20 95 99 54 86 14 26
94 98 53 82 13 22 94 98 53 75 13 19 94 99 53 85 13 24
93 98 52 81 12 21 93 98 52 74 12 18 93 99 52 84 12 22
92 97 51 80 11 19 92 97 51 73 11 16 92 98 51 83 11 20
91 97 50 79 10 17 91 97 50 72 10 15 91 98 50 82 10 18
90 97 49 78 9 15 90 97 49 71 9 13 90 98 49 81 9 17
89 97 48 77 8 14 89 96 48 70 8 12 89 98 48 80 8 15
88 96 47 76 7 12 88 96 47 69 7 10 88 97 47 79 7 13
87 96 46 75 6 10 87 96 46 67 6 9 87 97 46 78 6 11
86 96 45 74 5 9 86 95 45 66 5 7 86 97 45 77 5 9
85 96 44 73 4 7 85 95 44 64 4 6 85 97 44 76 4 7
84 95 43 72 3 5 84 95 43 63 3 4 84 96 43 75 3 6
83 95 42 71 2 3 83 94 42 61 2 3 83 96 42 74 2 4
82 95 41 70 1 2 82 94 41 60 1 1 82 96 41 73 1 2
81 95 40 68 81 94 40 58 81 96 40 72
80 94 39 67 80 94 39 57 80 95 39 71
79 94 38 65 79 93 38 55 79 95 38 70
78 94 37 63 78 93 37 54 78 95 37 68
77 94 36 62 77 93 36 53 77 95 36 66
76 93 35 60 76 92 35 51 76 94 35 64
75 93 34 58 75 92 34 50 75 94 34 63
74 93 33 56 74 92 33 48 74 94 33 61
73 93 32 55 73 91 32 47 73 94 32 59
72 92 31 53 72 91 31 45 72 93 31 57
71 92 30 51 71 91 30 44 71 93 30 55
70 92 29 50 70 90 29 42 70 93 29 53
69 92 28 48 69 90 28 41 69 93 28 52
68 91 27 46 68 90 27 39 68 93 27 50
67 91 26 44 67 89 26 38 67 92 26 48
66 91 25 43 66 88 25 37 66 92 25 46
65 91 24 41 65 87 24 35 65 92 24 44
64 90 23 39 64 86 23 34 64 92 23 42
63 90 22 38 63 85 22 32 63 91 22 40
62 90 21 36 62 84 21 31 62 91 21 39
61 90 20 34 61 83 20 29 61 91 20 37
60 89 60 82 60 91 Passing – 41% Advanced – 61% Passing – 48% Advanced – 68% Passing – 38% Advanced – 58%
Adapted from TEA –Based on Passing Standards of Phase II for 2015
Fifth Grade
Reading/Writing Math Science
% % %
% % %
% % %
100 100 59 87 19 32 100 100 59 88 19 32 100 100 59 84 19 30
99 99 58 86 18 30 99 99 58 87 18 31 99 100 58 83 18 28
98 99 57 85 17 28 98 99 57 86 17 29 98 99 57 82 17 27
97 99 56 84 16 27 97 99 56 85 16 27 97 99 56 81 16 25
96 99 55 83 15 25 96 98 55 84 15 26 96 99 55 80 15 23
95 99 54 82 14 23 95 98 54 83 14 24 95 99 54 79 14 22
94 98 53 81 13 22 94 98 53 82 13 22 94 99 53 78 13 20
93 98 52 80 12 20 93 98 52 81 12 21 93 98 52 77 12 19
92 98 51 79 11 18 92 97 51 80 11 19 92 98 51 76 11 17
91 98 50 78 10 17 91 97 50 79 10 17 91 98 50 75 10 16
90 97 49 77 9 15 90 97 49 78 9 15 90 98 49 74 9 14
89 97 48 76 8 13 89 97 48 77 8 14 89 97 48 73 8 12
88 97 47 75 7 12 88 96 47 76 7 12 88 97 47 72 7 11
87 97 46 74 6 10 87 96 46 75 6 10 87 97 46 71 6 9
86 96 45 73 5 8 86 96 45 74 5 9 86 96 45 70 5 8
85 96 44 72 4 7 85 96 44 73 4 7 85 96 44 69 4 6
84 96 43 71 3 5 84 95 43 72 3 5 84 96 43 67 3 5
83 96 42 70 2 3 83 95 42 71 2 3 83 96 42 66 2 3
82 95 41 68 1 2 82 95 41 70 1 2 82 95 41 64 1 2
81 95 40 67 81 95 40 68 81 95 40 62
80 95 39 65 80 94 39 67 80 95 39 61
79 94 38 63 79 94 38 65 79 94 38 59
78 94 37 62 78 94 37 63 78 94 37 58
77 94 36 60 77 94 36 62 77 94 36 56
76 93 35 58 76 93 35 60 76 93 35 55
75 93 34 57 75 93 34 58 75 93 34 53
74 93 33 55 74 93 33 56 74 93 33 51
73 93 32 53 73 93 32 55 73 93 32 50
72 92 31 52 72 92 31 53 72 92 31 48
71 92 30 50 71 92 30 51 71 92 30 47
70 92 29 48 70 92 29 50 70 92 29 45
69 92 28 47 69 92 28 48 69 91 28 44
68 91 27 45 68 91 27 46 68 91 27 42
67 91 26 43 67 91 26 44 67 91 26 41
66 91 25 42 66 91 25 43 66 91 25 39
65 91 24 40 65 91 24 41 65 90 24 37
64 90 23 38 64 90 23 39 64 89 23 36
63 90 22 37 63 90 22 38 63 88 22 34
62 90 21 35 62 90 21 36 62 87 21 33
61 89 20 33 61 90 20 34 61 86 20 31
60 88 60 89 60 85 Passing – 42% Advanced – 62% Passing – 41% Advanced – 61% Passing – 45% Advanced – 65%
Adapted from TEA –Based on Passing Standards of Phase II for 2015
Appendix D TEKS Alternate Grading Conversion Chart
TEKS Alternate Scale Score Conversion Chart for Curriculum Performance (34%)
Mastery Criteria: # of trials
# of trials Grade in Skyward
3/3 trials - mastery 100
2/3 87
1/3 70
# of trials Grade in Skyward
5/5 trials - mastery
100
4/5 91
3/5 82
2/5 73
1/5 64
# of trials Grade in Skyward
10/10 trials - mastery
100
9/10 96
8/10 92
7/10 88
6/10 84
5/10 80
4/10 76
3/10 72
2/10 68
1/10 64
# of trials Grade in Skyward
7/10 trials - mastery 100
6/10 95
5/10 90
4/10 85
3/10 80
2/10 75
1/10 70
# of trials Grade in Skyward
2/3 trials - mastery 100
1/3 70
# of trials Grade in Skyward
9/10 trials - mastery
100
8/10 96
7/10 91
6/10 87
5/10 82
4/10 78
3/10 73
2/10 69
1/10 64
# of trials Grade in Skyward
8/10 trials - mastery
100
7/10 96
6/10 92
5/10 87
4/10 83
3/10 79
2/10 74
1/10 70
# of trials Grade in Skyward
6/10 trials – mastery 100
5/10 94
4/10 88
3/10 82
2/10 76
1/10 70
# of trials Grade in Skyward
4/5 trials - mastery
100
3/5 90
2/5 80
1/5 70
# of trials Grade in Skyward
3/5 trials - mastery
100
2/5 87
1/5 70
TEKS Alternate Scale Score Conversion Chart for Curriculum Performance (34%)
Mastery Criteria: %
% Correct Grade in Skyward
100% 100
90 96
80 92
70 88
60 84
50 80
40 76
30 72
20 68
10 64
% Correct Grade in Skyward
90% 100
80 96
70 91
60 87
50 82
40 78
30 73
20 69
10 64
% Correct Grade in Skyward
80% 100
70 96
60 92
50 87
40 83
30 79
20 74
10 70
% Correct Grade in Skyward
70% 100
60 95
50 90
40 85
30 80
20 75
10 70
% Correct Grade in Skyward
60% 100
50 94
40 88
30 82
20 76
10 70
% Correct Grade in Skyward
50% 100
40 93
30 86
20 78
10 70
Appendix E
Grading Policies for Students with Disabilities – Quick Reference Guide
Section 504 IDEA
Grade and enrolled Curriculum
PK-12 PPCD/Pre-K Inclusion Kinder – 2nd 3rd – 5th TEKS 3rd – 5th TEKS Modified
Kinder – 5th TEKS Alternate
Grading Policy District Grading Policy Unless otherwise specified in the Individual Accommodation Plan (IAP)
PPCD: IEP updates at end of grading period only Pre-K Inclusion: Pre-K Early Literacy Skills Checklist and Pre-K Early Math Skills Checklist – Appendix A
District Grading Policy In Addition: If student is Below Level on Report Card: *Reading: Refer to K-2 Early Literacy Skills checklist – Appendix B *Math: Refer to K-2 Early Math Skills checklist – Appendix B
District Grading Policy Unless otherwise specified in the Individual Education Plan (IEP)
District Grading Policy Exception: District Assessments – Refer to Modified TEKS Conversion Charts – Appendix C
District Grading Policy does not apply *Curriculum Performance (1 grade per grading period) Appendix D *Pre-Vocational (1 grade per month) *Group Collaboration (1 grade per grading period)
Alters Curriculum/ Report Card Code
No Yes No No Yes Yes
Documentation of Accommodations Required
Yes Yes Yes Yes Yes Yes