Grading Rubric for Students with Complex Access Needs: Classroom Scenarios

Significant Cognitive Disabilities, Instruction

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This grading rubric scenario uses the Sample Grading Rubric for Students with Complex Access Needs and demonstrates how to:

  • identify prerequisite skill access points to TEKS
  • provide instruction that integrates individual accommodations and modifications
  • pre-plan individual supports
  • use task analysis to determine individual student mastery of an assignment or activity

Classroom Scenarios

Using the Rubrics

As a reminder, educators may find this grading rubric most useful for students who are accessing the curriculum (TEKS) at prerequisite levels and routinely participate in alternate or non-traditional methods of assessment. These students may be in the process of developing a functional and consistent mode of communication (e.g., currently non-verbal, uses very limited non-symbolic communication) and require individualized supports (e.g., modifications, task analysis, direct instruction, assistive technologies, first/then charts, tactile schedules, social narratives) and ongoing adult assistance (e.g., prompting, cueing, physical assist) to participate in on-topic academic exchanges.

Additionally, this grading rubric can be helpful for students who are able to complete part of a task independently but require scaffolded supports for certain steps within the task.

This grading rubric aligns with the Rubric of Effective Practices for Students with Significant Cognitive Disabilities Quality Indicator II: Effective Teams.

Related Content

ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation

Data Collection: Task Analysis

This video shows one educator sharing how she uses a task analysis data collection form. This form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention.  
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