Alameda Community Learning Center

Guidelines for Grading Learners with IEPs

When assessing a learner with an IEP, use the rubric below and follow these guidelines:

• Ensure that legally required accommodations1 and modifications2 have been put into
place before assigning a grade.

• Consult a learner’s Education Specialist at least two weeks before the grading period
(quarter and semester) when there is a possibility of a learner receiving a grade of “NC”.

• For a modified grade, submit the grade in Power School with an asterisk (*). Once
grades are submitted in Power School, generate a list of learners who had modified
curriculum to Isabelle. This should only be done if MODIFICATIONS have been put into
place according to the student’s IEP. Transcripts will reflect modified grades with an
asterisk.

• If facilitators have any questions about implementation, consult the learner’s Education
Specialist.

! 1 An accommodation changes how students access instruction and demonstrate
what they have learned.

! 2 A modification changes what the learner is expected to learn and demonstrate so
that it is not consistent with that particular common core standard.

Grading Rubric for Learners with IEPs

GRADE SUMMARY QUALITY OF ASSIGNMENTS ENGAGEMENT and

WORK DISPOSITION
A Meets state Consistently of high Mostly A’s and B’s Consistently puts forth
content quality and on time (i.e. 80% or above) their best effort. Shows
standards according to their with perseverance. Highly
with potential. Completed accommodations/ engaged in class
accommoda 90-100% of all modifications. activities.
tions accommodated/
modified
assignments.
B Meets most Generally completes Mostly B’s and C’s Typically puts forth
content 75-90% of (70% or above) their best effort. Shows
standards accommodated/ with perseverance. Mostly
with modified accommodations/ engaged in class
accommoda assignments. modifications. activities.
tions Achieving at or near
learner’s potential,
even if not
comparable to peers.
C Meets some Shows effort and Mostly C’s (60% or Sometimes puts forth
content learning of some key above) with their best effort.
standards concepts, even if not accommodations/ Overcomes some
with comparable with modifications. challenges. Sometimes
accommoda peers. Completes engaged in class
tions 60-75% of activities.
accommodated/modi
fied assignments.
NC Does not Consistently below Mostly NC’s (60% Usually does not put
meet learner’s potential. or below) with forth their best effort.
content Work reflects accommodations/ Difficulty overcoming
standards complete lack of modifications. challenges. Rarely
with effort. Completes engaged in class
accommoda 60% or less of activities.
tions accommodated/modi
fied tasks.