Sample Criteria for Grading a Student Who Receives Special Services

The following procedures could be jointly developed by the school, student, and parent when specifying grading options.

Tests

• Administer test orally, with questions and answers.
• Teacher, other student, or resource teacher reads regular test to student. (Please give resource teacher at least one day's notice.)
• Administer regular test using open book, class notes, or both.
• Modify modality of tests, written or oral, such as multiple choice instead of essay questions.
• Redo test if not passed.
• Lower criterion for passing.

In-Class Assignments

• Give regular assignments with lower criteria for passing.
• Shorten the regular assignment (e.g., half the questions).
• Grade assignments as "complete" rather than with a letter grade.
• Modify the set of questions students will answer.
• Pair the student with another student for help.
• Require the student to give oral answers to teacher.
• Redo assignments if incorrect.
• Give credit for appropriate behaviors not normally graded, such as taking notes.

Homework

• Same options as "In-Class Assignments."

Class Participation, Behavior, and Effort

• Same expectations as for other class members, but student may need extra encouragement and frequent feedback from teacher.
• Focus on a specific study skill or behavior deficit by giving a Pass/No Pass each day for that behavior. (Examples: coming prepared to class to class with correct materials or volunteering answers during class discussions.)

Other Considerations

• Give extra credit for projects that student or teacher suggests.
• Have student aide tape reading assignments or read aloud to student.
• Set expectations for attendance.

Source: "ASCD Yearbook 1996 Communicating Student Learning." Edited by Thomas R. Guskey, 1996, Alexandria, VA: Association for Supervision and Curriculum Development, Figure 5.1, pp. 52, and Figure 9.2, pp. 94.