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Rubrics Meaningful grading for students with significant intellectual disabilities

Rubrics Meaningful grading for students with significant intellectual disabilities. Susan Parker, M.Ed. Region 4 Education Service Center sdparker@esc4.net 713-744-6398. Student. Ali. Alternate Academic & Functional Curriculum. IEP Goals and Objectives. Grading. Chris. Defining Rubrics.

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Rubrics Meaningful grading for students with significant intellectual disabilities

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  1. RubricsMeaningful grading for students with significant intellectual disabilities Susan Parker, M.Ed. Region 4 Education Service Center sdparker@esc4.net 713-744-6398

  2. Student Ali • Alternate Academic & Functional Curriculum • IEP Goals and Objectives • Grading Chris

  3. Defining Rubrics A rubric is a scoring tool that lists the criteria for a piece of work, an objective or task. It is the “what counts”: • Task completion • Level of support • Level 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

  4. Mathematics • 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. Chris

  5. Benchmarks for Performance?

  6. 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.

  7. Functional Objective Ali • 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.

  8. Benchmarks for Performance?

  9. 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.

  10. 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.

  11. Questions?RubricsMeaningful grading for students with significant intellectual disabilities Susan Parker, M.Ed. Region 4 Education Service Center sdparker@esc4.net 713-744-6398

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