Aldine I.S.D. Teacher Handbook - Aldine Independent School District

incomplete assignments;
the inclusion log to see if it clearly documents the student routinely received the needed
support for the subjects in question;
the needed modifications were utilized for each assignment/test and are documented in
the gradebook for each assignment and test;
sample assignments demonstrating the accommodations/modifications;
the appropriate number of grades were taken;
consider assignments after re-teaching; put the re-teaching grade in the system as well
homework grades; were all homework assignments ones the student could complete
independently;
incentives for turning in homework;
extended day or Saturday. school;
positive behavioral reinforcements for completing work and coming to school (if work
refusal or completion of work or truancy is a concern; the student may need a BIP
and/or counseling)
did the student work with others (title, skills specialist etc.);
parent contacts;
and student conferences.
5. If all of the above were in place and documented; the student may receive the failing grade
for that grading period. For the next six weeks, additional inclusion support and different
accommodations and modifications need to be implemented to enable the student to be
successful the next grading period and is in position to progress to the next grade level at
the end of the school year.
6. EIT should meet to develop additional accommodations/modifications or implement a BIP
or other positive behavioral supports if the student receives a failing grade for the grading
period. If the student refuses to attempt work or complete work or truancy is a concern,
there must be student and parent contacts along with implementing positive behavioral
reinforcement and consider counseling to address these issues.
7. Your campus may want to develop an “expert” committee of teachers for
accommodations/modifications. The committee would take assignments/tests that students
have been unsuccessful and try to come up with additional ways the assignments/tests could
be accommodated/modified. After re-teaching, the student may be given the newly
accommodated/modified assignment/test.
8. All IEPs and BIPs must be updated each grading period and the updated copy must be sent
home to the parent/guardian with the report card each grading period.
9. The IEPs and BIPs must be updated in the student’s legal folder each grading period to
ensure the copy in the legal folder matches the copy sent to the parent/guardian.
10. When certain types of modifications are provided to the State Board of Education approved
courses, the student’s transcript is coded to note the modification. When the content or the
mastery level is changed, the student’s transcript will reflect a “V” code, noted by that
particular course. Courses noted by a “V” receive basic level grade points, and do not count
towards recommended or distinguished achievement plans for graduation. Other types of
accommodations/modifications such as using an interpreter or allowing more time for
assignments or tests, or reformatting a test can be provided without a “V” code on the
transcript.
B. Promotion/Retention Policy for Students in Special Education
Careful consideration should be given to retention versus promotion when students receiving special
education are progressing from one grade to the next. If the student is placed, it appears as a
retention in PEIMS data, which affects the schools report card.
Teacher Handbook 2012-2013 184