Determine Data Collection & Grading Options
DETERMINE DATA COLLECTION & GRADING OPTIONS
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:
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.
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:
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.