Grading for students with disabilities can often be a confusing for teachers and administrators. Grades should accurately reflect the student's relative mastery of the curriculum. While students who receive special education services are required to have annual individualized education program (IEP) goals, these goals are not a substitute for the grading of assignments linked to the general curriculum. This session explores state guidance on how to grade and progress monitor students with disabilities. By the end of this session you will:
1. Distinguish the difference between grading and progress monitoring
2. Have an clear understanding of the expectations with grading and progress monitoring for students with disabilities
3. Identify best practices in gathering accurate data