RubricsMeaningful grading for students with significant intellectual disabilities

Susan Parker, M.Ed.Region 4 Education Service Centersdparker@esc4.net713-744-6398

Student

Alternate Academic & Functional Curriculum

IEP Goals and

Objectives

Grading

Ali

Chris

Defining RubricsA rubric is a scoring tool that lists the criteria for a piece of

work, an objective or task. It is the “what counts”:Task completionLevel of supportLevel of attending and Effort

A rubric also articulates gradations of quality for each criterion. The “to what degree have we have accomplished the task”. Gradations should be quantifiable.

Adapted from Heidi Goodrich Andrade,

University of Albany

Given 3 different shapes on his tray or table (circle/square/triangle), Chris will identify the correct shape by gazing down at it for 2 seconds when asked, “which is the circle/square/triangle?” with one verbal cue in 3 of 4 daily trials (per shape), for 5 consecutive days.

Mathematics

Chris

Benchmarks for Performance?

So, how did Chris do?

Chris would not identify the correct shape given several opportunities and ample wait time. Eventually, given physical prompting to support his head looking towards the correct shape, Chris did identify it and continued to look at the correct shape when his teacher’s hands were removed.

Partial grading

period after

annual ARD

By the end of the grading period the ARD falls within

Given 2 different shapes on his tray or table (circle/square)

Chris will identify the correct shape by glancing down at it for 1 second when shown the same shape, the teacher tapping the correct shape on his table/tray and asked, “which is the circle/square on your table/tray?”

in 2 of 4 daily trials (per shape), for 3 consecutive days.

Shown a highly desired object or activity and the question, “Ali, do you want item/activity?”, Ali will nod her head to indicate “yes” with 2 or less verbal cues in 4 of 5 daily trials, for 2 consecutive weeks.

Functional Objective Ali

Benchmarks for Performance?

So, how did Ali do?

As Ali is shown a pair of headphones which signals a break for Ali to listen to her brother speaking to her on a looped recording Ali looks towards the headphones and smiles. The teacher waits for Ali to nod which she does not. The teacher asks Ali, “Show me with your head how to say yes”, the teacher waits for a response from Ali. The teacher next provides a slight prompt and raises her chin as if to nod. Ali then begins to nod yes.

3rd full grading period

Within the third full grading period

Shown a highly desired object or activity, and given the question, “Ali do you want Item/Activity?

Ali will look towards the item/activity and nods as the teacher moves the item/activity closer towards Ali and says, “Ali do you want Item/Activity?

In 4 of 5 daily trials, for 1 consecutive weeks

Some Thoughts on Grading

Grades are an average (sometimes weighted) of multiple representations of student performance in a given grading period.

IEP Goals/Objectives/Benchmarks Functional and/or Standards-Based

May weight more heavily (identified area of critical need)Other Academic and Functional activities

What is your campus policy on number of grades per grading period?Parents must be apprised of the method for grading.

Questions?

RubricsMeaningful grading for students with significant intellectual disabilities

Susan Parker, M.Ed.Region 4 Education Service Center

sdparker@esc4.net713-744-6398