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 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 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%


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%


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


5/5 trials - mastery

100

4/5 91

3/5 82

2/5 73

1/5 64



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



6/10 95

5/10 90

4/10 85

3/10 80

2/10 75

1/10 70



1/3 70



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



100

7/10 96

6/10 92

5/10 87

4/10 83

3/10 79

2/10 74

1/10 70


6/10 trials – mastery 100

5/10 94

4/10 88

3/10 82

2/10 76

1/10 70



100

3/5 90

2/5 80

1/5 70



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


90% 100

80 96

70 91

60 87

50 82

40 78

30 73

20 69

10 64


80% 100

70 96

60 92

50 87

40 83

30 79

20 74

10 70


70% 100

60 95

50 90

40 85

30 80

20 75

10 70


60% 100

50 94

40 88

30 82

20 76

10 70


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

elementary grading guidelines for students with disabilities

Documents