Determine Data Collection & Grading Options

Determine Equipment, Technology & Communication Needs

Develop Positive Support Plan for Challenging Behaviors

Identify & Implement Activities to Develop Peer Relationships

Review Classroom Routines & Share Successes

Moving On to the Next Grade

Develop Contingency Plans

References

Acknowledgements

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DETERMINE DATA COLLECTION & GRADING OPTIONS

DATA COLLECTION

It is important to remember that although data collection is necessary for accountability, the purpose of collecting data is to make decisions. The information collected should help in making decisions about a student's performance and quality of life. It allows the team to look at progress toward an objective and decide if the instruction, environment or adaptations need to be adjusted to accomplish the objective. Collecting information also helps to analyze the quality of life for the student that would include interesting, age-appropriate activities, satisfying peer interactions, and supportive environments.

There are many types of data collection systems, but an effective system should address these questions:

1. Am I clear about why I want to collect this information?

2. Does the method of collecting information tell me what I need to know? Is it accurate? Is it related to the IEP objectives?

3. Does everyone on the team understand the purpose and the method of collecting data? Does it mean the same thing to all of us?

4. Is it easy and efficient to collect and use?

5. Will I be able to use it to make decisions and changes?

6. Have I decided an appropriate schedule for collecting the information? How frequently should data be collected to get the necessary information? Who will be collecting the data in each setting?

7. Have I identified a system to review the data on a regular basis with the team so it can be used to make decisions?

Typical data collection systems can be used in inclusive education, however, the CURRICULUM MATRIX can be adapted to use to collect data.

CURRICULUM MATRIX EXAMPLE - for a student with severe disabilities. It may not be necessary or practical to collect data on each objective each week, so certain objectives may be highlighted to indicate that data is being collected that week.

GRADING

Report cards and grading student progress are ongoing issues in education and can be an area of concern for a student who is being included. It is important for the student to receive a report card so he/she doesn't feel left out when peers are experiencing and discussing this routine. However, if the student is working on a different level than his/her peers or other skills rather than the typical curriculum, teachers may feel uncomfortable using the same grading scale. Some options to address this concern are:

1. Use the same report card and grading scale, but indicate on the report card that the curriculum was adapted/modified per the IEP.

2. Use the same report card and grading scale, but replace subject area names with learning objectives so the student is graded against his/her own standard.

3. Use the same report card outside, but on the inside write narratives to describe student progress.

It is important to remember that a child with a disability has an individualized education program and his/her progress does not need to be measured in comparison to other students. Rather, the IEP team in accordance with the local district's policy should be able to determine how to measure and report the student's progress according to an individual standard, yet maintain the dignity of the student by designing an instrument that is as similar to the typical report card as possible.