Nea Upper Village

Guidelines for Grading Learners with IEPs

When assessing a learner with an IEP, use the rubric below and follow these guidelines:

• Ensure that legally required accommodations1 and modifications2 have been put into
place before assigning a grade.

• Consult a learner’s Education Specialist at least two weeks before the end of the grading
period when there is a possibility of a learner receiving a grade lower than a “C.”

• For a modified grade, submit the grade in Power School with an asterisk (*). Once
grades are submitted in Power School, generate a list of learners who had modified
curriculum to Dezaree. This should only be done if MODIFICATIONS have been put into
place according to the student’s IEP.

• If you have any questions, consult the learner’s Education Specialist.

! 1 An accommodation changes how students access instruction and demonstrate
what they have learned.

! 2 A modification changes what the learner is expected to learn and demonstrate so
that it is not consistent with that particular common core standard.

Created by Neku Pogue, 2016


Grading Rubric for Learners with IEPs

GRADE SUMMARY QUALITY OF APPLICATION and ENGAGEMENT

WORK ASSESSMENT and
DISPOSITION
A Meets state Consistently of high Mostly A’s and B’s Consistently puts
content quality and on time (i.e. 80% or above) forth their best
standards with according to their with effort. Shows
accommodations potential. Completed accommodations/ perseverance.
90-100% of all modifications. Highly engaged in
accommodated/ Missing 0-1. class activities.
modified
assignments.
B Meets most Generally completes Mostly B’s and C’s Typically puts forth
content 80-90% of (70% or above) their best effort.
standards with accommodated/ with Shows
accommodations modified accommodations/ perseverance.
assignments. modifications. Mostly engaged in
Achieving at or near Missing 2-3. class activities.
learner’s potential,
even if not
comparable to
peers.
C Meets some Shows effort and Mostly C’s and D’s Sometimes puts
content learning of some key (60% or above) forth their best
standards with concepts, even if not with effort. Overcomes
accommodations comparable with accommodations/ some challenges.
peers. Completes modifications. Sometimes
60-80% of Missing 3-4. engaged in class
accommodated/mod activities.
ified assignments.
D Meets few Inconsistent with Mostly D’s and F’s Inconsistently puts
content some missing (50% or above) forth their best
standards with assignments, but with effort. Difficulty
accomodations has had some accommodations/ overcoming
moments of modifications. challenges. Rarely
success. Completes Missing 4 or more. engaged in class
60 -50% of activities.
accommodated/mod
ified tasks.
F/NC Shows little to no Consistently below Mostly F’s (50% or Usually does not
understanding of learner’s potential. below) with put forth their best
content Work reflects accommodations/ effort. Difficulty
standards with complete lack of modifications. overcoming
accommodations effort. Completes Missing 4 or more. challenges. Rarely
50% or less of engaged in class
accommodated/mod activities.
ified tasks.

Created by Neku Pogue, 2016



Created by Neku Pogue, 2016