GRADES

1
GRADES Presenter
Peter Altbuch, Supervisor/Project
Manager
2
SPECIAL EDUCATION SUMMIT NEWARK PUBLIC SCHOOLS
MARCH 28,
2007 PRESENTER PETER
ALTBUCH
3
(No Transcript)
4
HANDICAPPED DENIED ACCESS TO EDUCATION

• CONGRESS (1975) ESTIMATED THAT 8 MILLION
  CHILDREN WERE DENIED ENTRANCE TO U.S. SCHOOLS
  BECAUSE THEY HAD HANDICAPPING
• CONDITIONS

5
(No Transcript)
6
LAWS
REGULATIONS
7
FEDERAL
IDEA 2004
INDIVIDUALS WITH DISABILITIES EDUCATION ACT
Full Text of the Act
8
FEDERAL
ADA
Americans with Disabilities Act
SECTION 504
ADA Links
9
NEW JERSEY
ADMINSTRATIVE CODE
TITLE 6A CHAPTER 14 SPECIAL EDUCATION
NJ Code
10
CIVIL RIGHTS
PREVENT DISCRIMINATION
VALUE DIVERSITY
11
Ensure students with disabilities have available
to them a free, appropriate public education
Ensure they are educated in the least restrictive
environment
Provide special education and related services
Ensure the evaluation of the effectiveness of
education
12
TO ENSURE THAT ALL CHILDREN WITH DISABILITIES
HAVE AVAILABLE TO THEM A FREE
APPROPRIATE PUBLIC EDUCATION THAT EMPHASIZES
SPECIAL EDUCATION AND RELATED SERVICES TO MEET
THEIR UNIQUE NEEDS AND PREPARE THEM FOR
EMPLOYMENT AND INDEPENDENT LIVING.
13
ACHIEVE PASSING MARKS
ADVANCE GRADE TO GRADE
14
JAMES THURBER Let us not look back in
anger or forward in fear, but around,
in awareness.
15
(No Transcript)
16
What's it like?
17
BASIC RULES

• THE OFFICE OF CIVIL RIGHTS (OCR) HAS MADE
  CONSISTENT RULINGS REGARDING STUDENT GRADES

18
ALL STUDENTS ARE ENTITLED TO A GRADE

• STUDENTS WITH DISABILITIES SHOULD RECEIVE
  GRADES AND CREDIT IN THE SAME MANNER AS OTHER
  STUDENTS WHEN THEY COMPLETE THE SAME COURSES AS
  OTHER STUDENTS

19
OCR ASSUMPTION

• IF THE IEP DOES NOT REFERENCE ANY GRADE
  MODIFICATIONS, THE ASSUMPTION MADE BY OCR IS THAT
  THE STUDENT WILL BE GRADED IN ACCORD WITH THE
  SCHOOLS GENERAL GRADING STANDARDS.

20
ACCOMMODATION

• DOES NOT FUNDAMENTALLY ALTER OR LOWER THE
  STANDARD OR EXPECTATION OF A COURSE, STANDARD OR
  TEST

Adapted Texts
21
MODIFICATION

• A CHANGE WHICH DOES FUNDAMENTALLY ALTER OR
  LOWER THE STANDARD OR EXPECTATION OF THE COURSE,
  STANDARD OR TEST

22
Through their IEPs students are to be exposed to
the core content standards, at their designated
grade level and the districts regular curriculum
23
MODIFICATIONS

• APPROPRIATE NOTICE OF MODIFICATIONS AND THEIR
  IMPORT SHOULD BE PROVIDED TO PARENTS IN ADVANCE

24
GRADES

• UNLESS MODIFIED ON A STUDENTS IEP, EACH STUDENT
  IS PRESUMED TO BE ASSESSED AND GRADED AS PER THE
  DISTRICTS POLICIES.
• THERE SHOULD BE NO INFORMAL GRADE MODIFICATIONS.

25
GRADES

• SCHOOL DISTRICTS MAY NOT MODIFY GRADES ON THE
  BASIS OF STUDENTS SPECIAL EDUCATION STATUS ALONE

26
WEIGHTED GRADES

• OCR PERMITS WEIGHTING WHEN IT IS BASED ON A
  LEGITIMATE EDUCATIONAL DECISION BECAUSE OF
  DIFFERENCES IN METHOD OF INSTRUCTION AND IN THE
  QUANTITY OF MATERIAL COVERED

27
NPS HANDBOOK SAYS

• Schools are required to provide letter grades
  (A, B, C, D, F) to evaluate student performance
  in all subjects in grades 3 12. The academic
  year is divided into four (4) marking periods,
  and report cards are issued at the conclusion of
  each. Grades assigned to course performance are
  to be based on the following numerical
  equivalents
• A 90 100
• B 80 89
• C 70 79
• D 60 69
• F Below 60

28
WHERE DO GRADES COME FROM?NPS HANDBOOKS SAYS

• A minimum of nine grades is required to examine
  student progress over time

29
ACADEMIC ACHIEVEMENT

• Tests, quizzes, unit tests, mid-terms, finals
• Class participation
• Class assignments, e.g. essays, projects
• In-class performance tasks
• Project-based assessments/portfolios

30
AND FEEDBACK (RUBRICS) ON

• EFFORT
• participation work completion
• BEHAVIOR
• following rules teamwork
• ATTENDANCE
• tardiness absenteeism

31
NPS HANDBOOK SAYS

• 65
• DERIVED FROM ASSESSMENT
• (Curriculum embedded quizzes, unit tests,
  mid-term and final exams, etc. )

32
NPS HANDBOOK SAYS

• 25
• DERIVED FROM CLASS WORK AND
  PARTICIPATION

33
NPS HANDBOOK SAYS

• 10
• DERIVED FROM HOMEWORK

34
REGARDLESS OF THE METHOD USED, ASSIGNING GRADES
OR REPORTING ON STUDENT LEARNING IS INHERENTLY
SUBJECTIVE -Thomas Guskey
35
(No Transcript)
36
WHO PROVIDES THE GRADE?

• UNLESS OTHERWISE SPECIFIED IN THE IEP, THE
  TEACHER WHO HAS INSTRUCTIONAL RESPONSIBILITY FOR
  THE CURRICULUM AREA SHOULD PROVIDE THE GRADE.
• TEAM TEACHING AND SUPPORT RCI/RCO IMPLY
  COLLABORATIVE DETERMINATION OF GRADES.

37
CLASS RANK

• NPS Secondary Guidelines for Determining
  Rank in Class Says

all students exempt from
taking/passing HSPT/HSPA are the only
exemptions for ranking.
38
CLASS RANK

• NPS Secondary Guidelines for Determining Rank
  in Class Says

Students who require modifications and supports
should be held to the same criteria as all other
students.
39
SPECIAL EDUCATION GRADES

• EVALUATION OF EFFECTIVENESS
• IDIOGRAPHIC
• individual criteria self-to-self
• NOMOTHETIC
• comparison individual to group

RTI
40
SPECIAL EDUCATION GRADES

• KNOWLEDGE SKILL ACQUISITION
• PROGRESS IN GENERAL CURRICULUM
• PROGRESS IN IEP GOALS OBJECTIVES

41
SPECIAL EDUCATION
42
SPECIAL EDUCATION
43
Special Education interventions are usually
predicated upon extensive evaluation. Specific
Learning Disability, although controversially
defined, has the highest base rate among students
with disabilities.
44
Learning disabilities are frequently a
co-occurring condition among the other disability
categories. A deficit in one or more
psychological processes is the operational
definition.
45
The psychological processes are most clearly
delineated in CHC Theory
CHC Theory Definitions
CHC Psychological Processes
46
INSTRUCTIONAL PROCESS

• The IEP team recommends an instructional regimen
  to remediate, rehabilitate or compensate for
  these deficits in psychological processing.

47
INSTRUCTIONAL PROCESS

• The goals objectives within the IEP address the
  impact of the disability on the students
  progress in the general education curriculum.

48
PROGRESS MONITORING

• ENCORE!

ENCORE PROGRESS REPORT
49
THRESHOLD SKILLS

• ATTENTIVENESS
• COMPLY WITH SOCIAL RULES
• RECEPTIVE EXPRESSIVE LANGUAGE
• LITERACY

50
GRADES

• MAY OR MAY NOT BE HELPFUL IN DEFINING PROGRESS
  TOWARD GOALS AND ARE FREQUENTLY TOO ABSTRACT TO
  CONVEY MEANINGFUL INFORMATION TO THE STUDENT

51
RUBRICS

• CLEARLY DEFINES CRITERIA WITHIN RUBRICS ARE MORE
  HELPFUL IN IDENTIFYING PROGRESS OR CONTINUING
  AREAS OF WEAKNESS

52
SELF-ADVOCACY

• THROUGH AN UNDERSTANDING OF THE DISABLING
  CONDITION OR AFFECTED PSYCHOLOGICAL PROCESS THE
  STUDENT, EXPERIMENTALLY AND CONSTRUCTIVELY,
  BEGINS TO GAIN KNOWLEDGE OF HELPFUL STRATEGIES
  AND TOOLS.

53
TRANSITION/GENERALIZATION

• THE STUDENT BEGINS TO EMPLOY THESE TOOLS TO
  SOLVING PROBLEMS IN OTHER ENVIRONMENTS.

54
SENSE OF PERSONAL WORTH

• SELF VALUATION

55
AUTONOMY

• INDEPENDENCE
• SELF -SUFFICIENCY

56
AGENCY

• ABILITY TO DEMONSTRATE AN EFFECT THROUGH
  PERSONAL ACTION

57
AFFILIATION

• IDENTIFICATION WITH OR FEELING OF BELONGING TO
  A GROUP

58
(No Transcript)
59
(No Transcript)
60
(No Transcript)
61
(No Transcript)
62
(No Transcript)
63
Xtreme
64
(No Transcript)
65
(No Transcript)
66
ELECTROACTIVE POLYMER ACTUATORS
67
SPECIAL EDUCATION SUMMIT NEWARK PUBLIC SCHOOLS
MARCH 28,
2007 PRESENTER PETER
ALTBUCH