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Season 1

Strategy 1: Place Alignment Planner

Instructional Video

Strategy 2: Inclusive Purpose Planner: Classroom / Community

Instructional Video

Strategy 3: Replacement Curriculum IEP Planner

Instructional Video

Blooms Taxonomy Reference

Learning Map Examples

Strategy 4: The Class Profile

Instructional Video

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Season 1 Strategy 1: Place Alignment Planner Instructional Video Strategy 2: Inclusive Purpose Planner: Classroom / Community Instructional Video Strategy 3: Replacement Curriculum IEP Planner Instructional Video Blooms Taxonomy Reference Learning Map Examples Strategy 4: The Class Profile Instructional Video

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Introduction

Collaborative learning is a high-leverage practice widely used in schools across grades and subjects. One method involves two students discussing a topic, coming to a consensus, and then sharing with the class. It goes by many names-Turn and Talk, Think Pair Share, Shoulder Partners, Numbered Heads Together, etc. In this TIPS, we show how to remove barriers to allow students with significant cognitive disabilities (SCD) to engage in Turn and Talk activities during instruction in general education classes through the UDL framework . We include examples from an inclusive classroom. The examples presented are reflective of a collaborative process required to plan the use of any strategy, such as Turn and Talk, in inclusive classrooms. To learn more about the process and how to implement it in an inclusive general education classroom, please see the TIES Center 5-15-45 tool.

Evidence

Collaborative learning can be found threaded through several High Leverage Practices (HLP; McLeskey et al., 2017). Cooperative learning promotes self-esteem, creates a safe learning environment, and increases participation opportunities for all students (Jenkins et al., 2003). Check out the HLP Crosswalk TIP sheet for a quick refresher on how HLPs overlap between general and special education.

Through collaborative planning, educators can make the Turn and Talk strategy accessible to all students. This collaboration will require thoughtful consideration to enable all students to participate and benefit, including students with significant cognitive disabilities.

Typically a Turn and Talk process involves three steps:

1. Each student considers the topic or prompt on their own.

2. Each student shares their thoughts with their partner and they come to a consensus.

3. The pair shares their findings with the class (Michaels & O'Connor, 2012).

Turn and Talk is one strategy used to promote academically productive talk in classroom settings. The four main goals of Turn and Talk are to:

1. help individual students share, expand, and clarify their own thoughts;

2. help students listen carefully to one another;

3. help students deepen their reasoning; and

4. help students engage with the reasoning of others (Michaels & O'Connor, 2012).

Research support for using Turn and Talk

Turn and Talks help students apply content to their lives, practice discrete skills, access background knowledge, and answer content related questions (Stewart & Swanson, 2019). Evidence from research shows Turn and Talks help increase students' number of opportunities to respond in content discussions (e.g., MacSuga-Gage & Simonsen, 2015) and the increase in on-task behavior can help students who struggle with inattention (e.g., Locke & Fuchs, 1995). Additionally, the use of Turn and Talk has been known to expand students' expressive communication skills (e.g., Beck, McKeown, & Kucan, 2013) and improve vocabulary knowledge (e.g., Swanson et al., 2017; Vaughn et al., 2017).

Implementation

Optimize your Turn and Talk by planning opportunities within a lesson prior to being in front of students. Turn and Talks are most effective if a backwards design is used where teachers ask themselves:

if the use of a Turn & Talk will help all students to meet goals of the lesson;

what students should experience and understand by the end of each Turn and Talk.

This backwards design allows teachers to specifically plan how to effectively involve students with significant cognitive disabilities. General education and special education teachers must examine each individual student's expressive and receptive communication skills and level of background knowledge for the topics chosen to determine the best format for engaging every student.

Inclusive Implementation

The UDL framework involves providing multiple means of engagement (the "why" of learning), representation (the "what" of learning), and action & expression (the "how" of learning).

One way to ensure all students have equal access from the use of a Turn & Talk is to use the principles of Universal Design for Learning (UDL; Meyer et al., 2014) . UDL is a framework to help teachers develop lessons and activities that include all students by addressing engagement, representation, and action and expression. These UDL principles help educators to make the most of varying student strengths and reduced barriers in implementing the Turn & Talk. When students have improved access to content and instructional practices, like the Turn & Talk, they are able to show what they know and become more independent and actively engaged.

Turn and Talk in Action

Below are examples showcasing different general education and special education co-teachers' collaboration to provide Turn and Talk opportunities for all students, including those with a significant cognitive disability. Using a UDL framework, barriers and potential solutions are provided showing where teachers can create access points for these students.

Student 1: Dustin

Dustin is a first grader with multiple disabilities who spends his entire school day in an inclusive classroom with the support of a special educator engaging in some co-teaching. Paraprofessional support is also available to the class, due to Dustin's additional need for support. The teacher is planning to read aloud the book " Ferdinand " and engage the class in discussion as they read using Turn and Talks. Dustin communicates with an Augmentative and Alternative communication device (AAC)-a tablet with different icons that speak aloud when he touches them. Dustin is always listening with a smile on his face, but he doesn't independently share his ideas with the class and tends to look to the paraprofessional when his name is called.

Dustin's general and special education teachers met quickly to discuss his participation in turn and talks in the general education classroom. Here's their conversation:

Conversation transcript

General education teacher: "Dustin is a joy to have in class, but I wonder how can we get him talking with peers and looking at the person asking the question instead of looking at his paraprofessional?"

Special education teacher: "I'd like to see him more independent from his paraprofessional too. I think it would help me help Dustin if we could develop Ferdinand or other story lesson plans ahead of time so that we can go in and pre-program the vocabulary in Dustin's tablet and then I can pre-teach some of the words and definitions to him."

General education teacher: "That's a great idea. I can help pre-teach the vocabulary as well to get Dustin communicating with both of us. This will help several other students in the class too."

See the table below for the process and outcomes Dustin's team used to come up with a plan for his participation in the classroom Turn and Talk.

What are possible barriers?

What are possible solutions?

The special educator will program Dustin's AAC device with a list of words from the general education teacher.

In Dustin's classroom, providing flexible ways to communicate allows all students to share so all forms of communication are valued - whether through text, AAC (such as alternative keyboards), written, visual, or other.

Provide Dustin with a sentence stem or an example of the kind of answer the teachers want.

Provide Dustin with reminders/checklists about how to have productive turn and talk conversations (i.e., group norms for turn and talk) that can be checked off as interactions happen.

Student 2: Sasha

Sasha is a student with autism who has recently been included at her middle school. She had previous experience participating in a general education science class, but due to concerns around her challenging behavior, the team had to pull back and create a new plan to meet her current needs. Sasha is now in a 6th grade earth science class learning about the structure of the earth's layers (i.e., mantle and core). Sasha is good at task completion if she is given hands-on materials at the beginning of lessons. Sasha communicates primarily with speech with visual supports for new concepts. She has a history of humming loudly when not physically engaged with materials. She also tends to swipe materials away from her when someone asks her to do something with them. However, when the purpose of the activity and a model of using the materials is provided, she willingly participates.

Sasha's general and special education teachers met quickly to discuss her participation in Turn and Talks in the general education classroom. Here's their conversation:

Conversation transcript

General education teacher: "I'm nervous about Sasha's swiping the science materials off the table. We need to think carefully about who will be her lab partner."

Special education teacher: "I agree, it's important that we figure out how to teach science lab expectations and find out what keeps Sasha engaged so that she is less inclined to swipe materials. One thing we need to plan for is minimizing the time Sasha is just passively sitting and try to keep the momentum going during the Turn & Talk interactions."

General education teacher: "Hmm..I think a checklist for the lesson will be helpful to Sasha so she understands what we are doing and who she's working with. How about I draft one out and share it with you?"

Special education teacher: "That would be great. I'll also ask Sasha and her parents what we can use to reinforce her engagement and appropriate behavior."

See the table below for the process and outcomes Sasha's team used to come up with a plan for her participation in a Turn and Talk within the science classroom.

What are possible barriers?

What are possible solutions?

The special education teacher customizes the display of information for students. Specifically, Sasha will have individualized prompt cards for following group norms (i.e., turn body in direction of the person talking, yes/no cards telling when it is okay to hum or when it is a quiet time, etc.).

Sasha will be provided with models for the science content vocabulary (i.e. given a model of the Earth showing the layers).

Student 3: Rico

Rico is a student with Down Syndrome in 4th grade who recently started participating in the education classroom for more than just recess and lunch. He knows many of the students in the class well because of their previous interactions. He has not spent academic learning time with his general education peers other than in physical education, art, and music class. Rico's peers like him and are always giving him high-fives and fist bumps. When in the general education classroom, Rico does not answer questions in the whole group and will often just repeat the question. Rico's speech is also hard to understand, but he does not use any assistive technology to support his communication.

Rico's general and special education teachers met quickly to discuss his participation in Turn and Talks in the general education classroom. Here's their conversation:

Conversation transcript

Special education teacher: "You know, Rico is very capable socially and I know he can do the work academically. I don't want to see him get away with not responding to the Turn & Talk prompts. What do you think?"

General education teacher: "I love having Rico in the classroom, but I am unsure how to get him to participate. I really would like to see him respond without someone telling him what to say."

Special education teacher: ​"I think we need to work with his peers so that they also hold high-expectations for him. Let's think through how we can help both Rico and his peers during the Turn and Talk."

See the table below for the process and outcomes Rico's team used to come up with a plan for his participation in the classroom Turn and Talk.

What are possible barriers?

What are possible solutions?

The special education and general education teachers will train multiple peers on how to provide social and communication supports (i.e., showing response materials and prompting) during the Turn and Talk.

The general education teacher will pair Rico with a trained peer who will provide wait time and not answer for Rico. The peer will encourage Rico after he makes a response that is not repeating the question.

The special education teacher will make sentence starter strips and response cards for the peer to use with Rico during Turn & Talk.

The teachers and peers model how to use virtual or concrete manipulatives for mathematics (and not as toys).

The teacher designs multiple tools for all students to aid in their construction and composition of responses.

The general education teacher and special education teacher plan Turn and Talk prompts before class to create pre-made sentence strips with appropriate response choices.

Below is an example of a self-monitoring checklist to use as a peer communication support (Figure 1). This may not be necessary for all students. From the examples above, Dustin may not need a checklist like this; however, it could help Sasha monitor her own progress in back and forth interactions with a peer. It could also help Rico's partner provide appropriate support, as needed, during the Turn and Talk interaction.

Figure 1. Turn and Talk Self-monitoring Checklist/Peer Communication Support

Illustrated guide of task analysis for turn and talk from Project IMPACT. The image includes 6 rows showing the steps for turn and talk with symbols that can be checked off as a student progress through the steps:

1. listen to question;

2. answer a question;

3. read paragraph, read sentence, touch answer;

4. ask question;

5. listen to answer, [repeat steps 1-5 or]

6. agree/disagree.

Summary

For students with significant cognitive disabilities, contributions in collaborative learning like Turn and Talks require thoughtful planning by general education and special education teachers and staff. When teams work together to create access points for these students, authentic participation is possible.

Further

TIPS Series: Tip #15, November 2020

The information in this Brief is not an endorsement of any identified products. Products identified in this Brief are shared solely as examples to help communicate information about ways to reach the desired goals for students.

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Reyes, E. N., Wakeman, S., & Clausen, A. (2020). Turn and Talk (TIPS Series: Tip #15). Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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TIES TIPS | Foundations of Inclusion | TIP #15: Turn and Talk in the Inclusive Classroom

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Collaborative learning is a high-leverage practice widely used in schools across grades and subjects. One method involves two students discussing a topic, coming to a consensus, and then sharing with the class. It goes by many names-Turn and Talk, Think Pair Share, Shoulder Partners, Numbered Heads Together, etc.

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The Special Education Assessment Listserv is used to send out information about standard, assessments, and professional development for students with disabilities.

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Think of the learning map model as a common road map. The learning map model illustrates the connections among the knowledge, skills, and understandings necessary to meet academic content standards. Although students may share a common destination, they often begin their journeys from different points on the map. The learning map model helps parents and educators guide students to success by showing them where a student is now, where the student has been, and where the student is going.

The basis of all DLM assessments, the learning map model was developed by teams of researchers through extensive review and synthesis of research literature. It undergoes continual review and refinement by experts in academic content, special education, and cognition.

Points on a Map

The learning map model shows individual concepts and skills in points called nodes. Good instruction, however, requires more than simply teaching individual facts or skills. Effective teachers need to understand how knowledge and skills are connected. That is why the learning map model also includes many connections among its nodes -- to show different ways students reach the same goals.

As of April 2016, the English language arts portion of the learning map model has 2,089 nodes, with 5,045 connections. The mathematics portion of the learning map model contains 2,399 nodes and 5,200 connections. There are 150 foundational nodes associated with both subject areas. The DLM consortium is developing a new portion of the learning map model for science.

Students who take DLM assessments are instructed and assessed on Essential Elements. Essential Elements are grade-specific expectations about what students with the most significant cognitive disabilities should know and be able to do. The Essential Elements relate to college and career readiness standards for students in the general population.

Every Essential Element has linkage levels, which are small collections of nodes. Unlike traditional assessments, DLM testlets measure achievement with the help of linkage levels.

Each Target linkage level aligns most closely with the knowledge, skills, and understandings described by the corresponding Essential Element. The Target level is the standard linkage level for assessment. In English language arts and mathematics, students who have not yet reached the Target may instead be assessed at a linkage level that precedes the Target. These additional linkage levels are, in order of least to most complex, Initial Precursor, Distal Precursor, and Proximal Precursor. Students who master the Target may test at a Successor linkage level.

Science Essential Elements currently have three linkage levels. From least to most complex they are Initial, Precursor, and Target.

The graphic below is a mini-map. Mini-maps have been developed from the learning map model for each assessed Essential Element. They include the linkage levels used to assess the Essential Element and show pathways between the linkage levels.
Using Mini-Maps to Plan Instruction (pdf)
PDF containing information on how to use-mini maps to plan instruction
Keywords for search: mini map minimap

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Discover basis of all DLM assessments, the learning map model and see a sample DLM mini-map.

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This page is a collection of some of the forever free math resources on my blog and in my .

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fun math teaching ideas and activities for middle school and high school

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math pennants and free reference sheets.

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This page is a collection of some of the forever free math resources on my blog and in my . FREE MATH RESOURCE LIBRARY In addition to forever freebies on this page, I'd love to send you access to my free math resource library that includes 8 math resources that are only free here.

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The documents below detail the currently tested Essential Elements. For a list of all Dynamic Learning Maps ® Essential Elements, see Essential Elements for Science (pdf).

NOTE: Only Delaware, District of Columbia, and Maryland assess High School End of Instruction Biology. Life Science Essential Elements marked with a gray flag are only assessed in those states.

Essential Elements Content Area

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Currently Tested Essential Elements for Science

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DLM online assessments are for students with significant cognitive disabilities for whom general state assessments are not appropriate, even with accommodations

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k - Keyboard shortcut list (this dialog) + t - Show Table of Contents + h - Show Highlights and Notes dialog + - Show Display settings + - Show Reading tools settings + a - Start/stop Read-aloud space - Pause Read-aloud (while reading) + f - Focus search input

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Curriculum Mapping Template

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Individual Student Planning Session Agenda.docx

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Curriculum Mapping Template

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Curricular Adaptation Decision Questions 2025

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Curricular Adaptation Decision Questions 2025

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Livebinder of adapted lessons and resources for complex needs

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Modified Lessons for Students with Disabilities

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Livebinder of adapted lessons and resources for complex needs

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Livebinder of adapted lessons and resources for complex needs

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Modified Lessons for Students with Disabilities

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Modified Lessons for Students with Intellectual Disabilities

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Livebinder of adapted lessons and resources for complex needs

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Modified Lessons for Students with Disabilities

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Membership and Belonging Resource Padlet

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Use this to create interactive activities with audio and visuals. Students can listen to recordings, respond with audio, and engage with visuals.

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31 Resources Social Studies/History Teachers Use to Help Students Learn | NJ Alternate Route Rutgers University

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Introduction

Grading is the most widely used way to evaluate students' academic progress. Teachers in inclusive classrooms must carefully consider the grading process to provide fair and equitable grades for the range of students in their classrooms. The basis for grading is often dictated by school or district policies and can vary by school level (i.e., elementary, middle, high school). Grading can be based on rubrics, a point system, a completion checklist, or a combination of these. Teachers often calculate grades by determining the earned points out of the total possible points or by assigning weights to assignments based on the length or complexity of the assignment (Brooksher, 2017). The purpose of this TIPS is to share grading considerations and potential adaptations for grading to provide fair and accurate grades for students with significant cognitive disabilities in inclusive classrooms. Links to additional TIPS in the grading series are provided at the end.

Grades are recorded and reported in a variety of formats. Electronic formats, learning management systems, or school information systems may be used for reporting grades. Understanding how to navigate the grading process for students with significant cognitive disabilities can be complex. A foundation of a strong grading system is to identify the purpose of the grade in a fair and equitable grading system (i.e., what is the intended meaning of the grade). Establishing what a grade "means" for a student leads to increased student, parent, and teacher satisfaction in an inclusive classroom (Munk & Bursuck, 2004). Grading requires a collaborative process to determine both what is being graded and how it is being graded.

Evidence

Research has been conducted on grading practices for the majority of students in classrooms (McMillan, 2001; McMillan et al., 2002), but research is lacking on grading practices for students with disabilities, especially for students with significant cognitive disabilities (Jung, 2009; Jung & Guskey, 2010) in inclusive settings. In a survey of teachers working in K-12 inclusive classrooms (Kurth et al., 2012) results showed (a) general and special education teachers use different practices and have different preferences for grading students with low-incidence disabilities; (b) general and special educators reported differences in their level of comfort and training for grading, with special educators feeling more prepared to grade these students; (c) elementary teachers were more likely to accept modified work than secondary teachers; and (d) secondary teachers reported using modifications to instruction less frequently than elementary school teachers.

Two Types of Grading

Common Grading System

A common grading system involves teachers assigning letter grades to students based on percentage of points earned toward accuracy on an assignment. Grades are typically reported as A, B, C, D, or F. In this grading system, a student cannot pass a course with a grade of F, or failing. Work habits such as participation, effort, and attendance may factor into the points system and account for a portion of the total letter grade.

Standards-Based Grading

Standards-based grading involves teachers grading students based on specific academic learning standards and assigning a grade based on student mastery on the standards (Tomlinson & McTighe, 2006). Grades often are reported as 4 (advanced), 3 (proficient), 2 (basic), and (1) below basic. A rubric is used to describe the performance at each level. Behaviors such as responsibility, work habits, and attentiveness are rated separately. Standards-based grading is recommended for use at all grade levels and with students with disabilities (O'Connor, 2009).

Implementation

Implementing a fair and equitable grading system for students with significant cognitive disabilities in an inclusive classroom should be based on both quality considerations and the focus of the learning criteria.

Four Quality Considerations for Grading

The William & Mary Training & Technical Assistance Center (2015) outlined four quality considerations for grading within the inclusive classroom. These included (a) grades are accurate, (b) grades are meaningful, (c) grades are consistent, and (d) grades are supportive of learning. The authors suggest that these conditions must be in place for all students in inclusive classrooms. For more information about the four quality grading considerations see: Inclusive Grading and Progress-Monitoring Practices

Three Types of Learning Criteria

Effective grading focuses on establishing clear standards for how learning is measured across three main categories. High-quality grading and reporting for all students consider how graded items fit into three types of learning criteria: product, process, and progress (Jung & Guskey, 2010). Teachers should report grades in each learning criteria category separately to eliminate the possibility of having one grade reflect a combination of the types of evidence (Jung & Guskey, 2010). Having information aggregated by each category can help inform intervention decisions (Jung & Guskey, 2007).

Table 1. Product, Process, or Progress

Adaptations for Grading

The practice of making grading adaptations is not a new practice, but within an inclusive classroom, teachers must ask, "what does the grade mean?" Teachers must use a systematic approach when making decisions on how to adapt grading for students. Research suggests that grading adaptations may be a solution for students with disabilities who have a history of low or inaccurate grades, and could result in improvement in mastering general education standards (Silva et al., 2005). Grading adaptations require teachers to use informed judgment in a systematic way to address students' individual strengths and needs. Silva et al. (2005) identify five types of grading adaptations that involve basing all or part of a student's grade on the following criteria: (a) progress on IEP objectives, (b) improvement over past performances, (c) performance on prioritized content and assignments, (d) use of process and effort to complete work, and (e) modified weights and scales.

Table 2 lists possible adaptations to grading and cautions for their use provided by Silva et al. (2005). To these, added here are suggestions for how to implement the adaptations in academics for students with significant cognitive disabilities.

Table 2. Adaptations to Grading with Academic Examples

Focusing heavily on process can lead to low-quality products

A portion of a student's grade can come from using editing strategies, such as revising sentences to add a capital letter at the beginning and punctuation at the end each sentence.

Focusing heavily on process can lead to low-quality products

A portion of a student's grade on a classwork assignment can come from effort on homework by measuring on the number of attempted problems on a homework assignment.

Adaptations to grading are possible regardless of which learning criteria are used as measurement: product, process, or progress. For example, if a student with a significant cognitive disability has an IEP goal of, "Given new vocabulary terms, the student will use those terms in context correctly 8 out of 10 words over three consecutive units", IEP objectives can be measured within a product (i.e., completed portfolio for a science unit on life cycles), in a process over time (i.e., homework and quizzes on life cycles), or progress (i.e., a comparison of pre-test and post-test scores on life cycle standards).

Process for Adapting Grading

Table 3 is an adapted version of Munk and Bursuck's (2004) outline for implementing grading adaptations for students with disabilities. The original steps have been adapted to be used with a students' collaborative team to plan for effective grading for students with significant cognitive disabilities in inclusive settings. The process starts with a meeting between the general education teacher and special education teacher, prior to meeting with parents. Next, the team will implement the plan and review its effectiveness. Table 3 includes an example of the team using some of the adaptations from Table 2.

Table 3. Grading Adaptation Implementation Process

Description

Example for a Student with a Significant Cognitive Disabilities in Inclusive Elementary Science Class

General education teacher and special education teacher meet to clarify purpose of classroom grades (i.e., what does the grade mean?)

Is it reflection of accuracy of content? Work effort? Progress toward standard? All of those things? Is the purpose different for students with disabilities?

The teachers discuss that the purpose of grading in the inclusive science class is to reflect both accuracy of content, work effort, and progress toward standards.

Select an adaptation that meets the mutual agreement for the grading purpose and addresses the grading problem previously identified

Summary

Grades for all students should be meaningful and informative for teachers, students, and parents. Research evidence supports the use of standards-based grading for students with disabilities (Jung & Guskey, 2007; Muñoz & Guskey, 2015; O'Connor, 2009). When teachers are grading students with significant cognitive disabilities in inclusive classrooms, a multifaceted approach is needed. Teachers must first determine what the purpose of grading is and then decide what adaptations may be needed for making the grade meaningful for the student. R

TIPS Series: Tip #11, August 2020

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Reyes, E. N., Wakeman, S., & Thurlow, M. (2020). Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms (TIPS Series: Tip #11). Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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TIES TIPS | Foundations of Inclusion | TIP #11: Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms

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The purpose of this TIPS is to share grading considerations and potential adaptations for grading to provide fair and accurate grades for students with significant cognitive disabilities in inclusive classrooms.

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Introduction

Standards-based grading and report cards align with a standards-based curriculum to provide an accurate appraisal of student progress or performance. They achieve the primary purposes of grading and reporting grades, which include that grades are accurate, meaningful, consistent, and support the learning process (O'Connor, 2009). Standards-based grading is a recommended grading practice for students with disabilities in inclusive classes (Jung, 2012; Jung & Guskey, 2015). This TIPS sheet provides guidance on how to provide fair and accurate grades for students with significant cognitive disabilities in inclusive settings. It also addresses ways to report standards-based grades for students with significant cognitive disabilities.

Evidence

Research is lacking on grading practices for students with disabilities, specifically for students with significant cognitive disabilities in inclusive settings. However, standards-based grading and reporting practices are recommended for all students with disabilities because of the direct connection to the curriculum standards. This connection between the content standards and the grading and reporting process improves accuracy, consistency, and meaningfulness (Jung, 2012; Jung & Guskey, 2015). Standards-based grading practices are recommended for use at all grade levels provided that they are aligned with grade-level content standards and performance expectations (Guskey & Bailey, 2001; O'Connor, 2009; Wormeli, 2006). Content standards are related to curriculum and achievement standards refer to statewide assessment performance. These are not the same. Content standards should have foundational alignment to the grade-level standard.

Implementation

Standards-based grading involves assigning grades based on mastery of specific learning standards (Tomlinson & McTighe, 2006). It communicates specific meaningful performance information against established standards and can be used for "diagnostic and prescriptive purposes" (Guskey & Bailey, 2001). One of the major benefits of using standards-based grading is that teachers can identify strengths and areas of need for each skill within a content area. Effective reporting of student performance focuses on the description of how the student performs on an explicit set of skills such as how the student sets up an addition word problem (Jung & Guskey; 2010). Example 1 illustrates a standards-based grading report card for reading in second grade.

A rubric is used to describe student performance. The number of levels in a rubric can be used across content areas, although the description of what each number means may differ. The rubric used in Example 1 has three levels of performance; the same three levels can be used across multiple content areas.

Sample Standards-based Grading Rubric

3 = Meets grade-level standard and can apply key concepts independently. Demonstrates processes and skills.

2 = Approaching the grade-level standard, requires some support to demonstrate key concepts, processes, and skills.

1 = Progressing toward the grade-level standard with on-going intensive support or modifications.

For example: A student scoring a "3" for the requirement of "Using basic skills to read fluently" consistently demonstrates grade-level expectations and independently applies key concepts and skills." A score of "1" indicates the student is progressing toward the standard but still requires intensive supports.

When a grading rubric includes a "below standard level" that indicates "no progress even with support," best practice suggests that there should have been communication about performance and appropriate supports provided well before the report card is delivered.

Report cards may also contain an evaluation of work behaviors such as responsibility, work habits, attendance, and homework. These should be rated separately so that teams and families can determine where additional supports are needed - for academic content or for work behaviors such as organization, work habits, or motivation. Example 2 shows a report card on work behaviors using a 3-level rubric.

A three-level rubric is used to describe student performance on each work behavior. The rubric used in Example 2 has three levels of performance.

Sample Rubric for Work Behaviors

3 = Demonstrates consistency and independence.

2 = Requires occasional support and reminders.

1 = Often requires support and reminders.

Grading Prerequisite and Foundational Skills

When a student with the most significant cognitive disabilities is working on prerequisite or foundational skills related to a grade-level standard, grading and reporting should be adapted to include the specific prerequisite or foundational skills. The prerequisite or foundational skills should represent those approved under the state's alternate assessment program and, as much as, be possible directly related to the specific grade-level content standards. In addition to the specification of the standard, the grading rubric may be adapted to more clearly communicate specific learning outcomes. Grades of a student's progress on prerequisite and foundational skills may also be provided in a separate progress-monitoring report. An example of a possible rubric for these skills is:

Sample Rubric for Prerequisite and Foundational Skills

3 = Student meets prerequisites [foundational] skills related to the grade-level standard and can apply key concepts independently. Student demonstrates processes and skills.

2 = Student is approaching the prerequisites [foundational] skills of the grade-level standard. Student requires some support to demonstrate key concepts, processes, and skills.

1 = Student is progressing toward the prerequisites [foundational] skills related to the grade-level standard, with on-going and intensive support or modifications.

Reporting progress on IEP goals that may be unrelated to the content standard should occur in regular progress reports that may be separate from report card grading. Example 3 is a completed Standards-based Report Card for a student working toward grade-level standards who does not have an IEP that also includes work behavior grading. Example 4 is for a student who has an IEP and is working on Foundational Standards aligned as closely as possible to grade-level standards.

Standards-based Grading for Middle School

The primary principles of standards-based grading and reporting are similar at middle school in that the grade is directly related to the content standards. Reported letter grades (e.g., A, B, C, D, F) are based on weighted classroom assignments and summative classroom tests. Classroom assignments generally are rated using a rubric with a 1 - 5 scale, while classroom tests typically are reported in terms of the percent of correct responses. Of course, retakes of assignments, along with learning labs and peer-based tutoring assistance, are generally available and can contribute to revised scores. The combination of the information from the two sources (classroom assignments and classroom tests) results in a percentage-based score. Grades can be based on where the percentage falls within a range of percentages assigned to a grade. The same reporting process should be followed for students with significant disabilities and ensure the reference to the content standard is clear, with the percentage based on the performance expectations for students with significant cognitive disabilities.

Summary

Grades for all students should be meaningful and informative for teachers, students, and parents. They should accomplish the purposes for which grading is intended, ensuring that the report is accurate, meaningful, consistent, and supportive of future learning (O'Connor, 2009). Standards-based grading is an effective grading practice for all students, including those with the most significant cognitive disabilities, because of the clear linkage to the standard.

TIPS Series: Tip #12, August 2020

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Kearns, J. F., Taub, D., & Thurlow, M. (2020). Standards-based grading and report cards in inclusive elementary and middle schools​ (TIPS Series: Tip #12). Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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TIES TIPS | Foundations of Inclusion | TIP #12: Standards-based Grading and Report Cards in Inclusive Elementary and Middle Schools

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This TIPS sheet provides guidance on how to provide fair and accurate grades for students with significant cognitive disabilities in inclusive settings. It also addresses ways to report standards-based grades for students with significant cognitive disabilities

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Membership and Belonging in the Classroom

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Membership and Belonging in the Classroom

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These five strategies can help ensure that students feel they belong in your classroom.

©Ikon Images/Trina Dalziel

About a year ago, I received a text in the middle of the teaching day from the mother of a student I had taught eight years earlier as a second grader. She thanked me for always being there for her son, who had come out as gay to their family the night before. She shared that her son-now a senior in high school-mentioned me in their conversation and said I had taught him that all people have equal value in the world, a lesson that helped him face the truth of who he was.

Early elementary teachers rarely see the seeds we try to plant in our young students come to fruition, but we always hope they will grow into the people we imagine they can be. For the last 16 years, I've taught in an inclusion classroom where many students have learning differences that can pose a challenge to connecting with others. I've learned that if students feel anxious socially, they will not be open to taking academic risks, so building a culture of belonging has become my greatest priority. It is important to clarify that when I say "belonging," I am not talking about "fitting in"-students' individuality and uniqueness should always be valued. Belonging in the classroom means ensuring that all students feel welcomed, comfortable, and part of the school family.

Here are five simple ways I've found with which I can convince every student that he or she was meant to be in my classroom:

1. Shine a light on each student. Students often look to their teacher for a cue on how to handle social situations. In learning, we simply call this modeling. When working with students who have learning differences, I've learned it's important to model that every child has something special about him or her that we can celebrate. I had a student who ate alone every day the year before she joined my class. Her behaviors set her apart, and other students naturally started avoiding her. When she became my student, my co-teacher, my aide, and I made an intentional effort to laugh with her and praise her around her classmates. Soon, my students began to see her in a different light, and she never ate alone again. Help your students see each other through your eyes, so they can see each other's greatness.

2. Foster student identity building. Five times per year, I allow my students to do genius hour or passion projects of their choosing. I require only a two-paragraph written or typed piece to ground the work in English language arts. For students, these projects become very personal and a way to share more about who they are with their classmates, while boosting their public speaking skills. I've had students present about their rare medical conditions that they were previously afraid to talk about. Other students have explored their family heritage or activities they participate in, like karate or dance. In every case, students are empowered by their interests and passions, and they regularly say they enjoyed the learning that took place-about themselves and each other.

3. Always leave one desk empty. Every year, I have had at least one new student join us halfway through the school year. Chances are, for any 8-year-old going through a midyear move, it is one of the most difficult times they will ever endure. Seeing an empty desk when they arrive signals that our class has been waiting for them all year-and reminds other students throughout the year that our class could grow and change at any time. I also have my students make and hand out cards for the new student to welcome him or her upon arrival. Teachers have the power to send the message that they've been inconvenienced or the message that they're excited and happy for a new student to join the class.

4. Make sure that each child feels chosen. Several times a year, I ask my students to anonymously write down the names of three students they want to sit with or work with-ranked in order of preference. I go over the results to see who is being selected and who is not. With that knowledge, I seek out students who aren't chosen and create opportunities for them to build relationships with their peers. I may call on one of them and say, "Choose anyone you want to walk this to the office," for example, to help improve their social equity in the eyes of their peers. Other times, I will assign these students specific partners who will help them by modeling good social behaviors.

5. Weave social and emotional practices throughout the day. Toward the end of a school year, I start allowing students to choose their partners for activities, but I change up the traditional classroom social dynamics by letting the students who are typically not chosen to be the choosers. Knowing how this could easily backfire, I remind students of the proper and improper ways to react if the person who chooses them wasn't who they had in mind by stating, "When someone chooses you, they are giving you a gift-the gift is saying, out of all the people in the class, I choose you." This simple exercise takes only about three minutes, but it builds an important social and emotional foundation that teaches students to appreciate each other.

We can never take for granted the importance of our students feeling they belong. In a world that does not yet fully welcome everyone, schools can reinforce existing divisions or provide students a safe community that feels like a second home. That former second-grade student of mine went on to attend the prom with his boyfriend in our very conservative town and initiated a town-wide pride campaign. I have never felt more proud of my impact as a teacher. As educators, we really can help change the world, one child at a time.

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Every Student Matters: Cultivating Belonging in the Classroom

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These five strategies can make a big difference in ensuring that students feel they belong in your classroom.