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assessment practices for students with disabilities, illustrated with text and video examples. The video examples all include students with disabilities, some in a regular classroom and some in a small group setting. This report provides teachers, both special education and general education, with an introduction to the knowledge and skills they
How do you create a safe, inclusive, and mutually responsive environment to engage students with disabilities in meaningful learning activities and social interactions? How do you demonstrate to students that diversity is expected, respected, and valued (e.g., the classroom
Although the format of a rubric can vary, they all have the following two features in common: (1) a list of criteria, or "what counts" in a project or assignment; and (2) graduations of quality, with descriptions of strong, middling, and problematic student work.
In considering grading for students with disabilities, schools must first have an effective grading and reporting system in place for all students (Jung & Guskey, 2012). Grading systems should be accurate, meaningful, consistent, and supportive of learning.
This resource is intended to support evaluators of teachers of students with significant disabilities in maximizing the potential of Compass as a tool to drive educator professional development and student growth.
Sample Grading Rubric for Students with Complex Access Needs. Significant Cognitive Disabilities, Instruction. The downloadable rubric is currently being revised. This rubric can be used to obtain a more specific and objective activity grade.
In a class of 26, teachers may create four different rubrics with modifications needed to meet the different learners' levels. The rubrics have a similar structure, and each one comes with a different exemplar to show students a sample of a potential end goal.
