SRG & Exceptional Learners

My students are currently working on standards/skills at a different grade level. How do I use proficiency scales and standards-referenced learning?

Just like grade level standards/scales, one should begin instruction at the Target Skill and differentiate as needed, beginning with the Foundational Skills. Progress for students in a specific grade level will be reported on the grade level progress report consisting of the standards associated with that grade level. If students are working on standards/scales from a different grade level*, teachers will need to communicate progress on those standards via other resources separate from the grade level progress report. It is important to keep in mind the Individuals with Disabilities Education Act (IDEA) requires all students with IEPs to have access to, be involved in, and make progress in the general curriculum based on grade level standards.

*Off-grade level standards/scales should only be used after there is data and documentation to support that the student is consistently scoring at a zero on the grade level scale; meaning even with help, there is no success.

How does this "work" with modified work done by students with IEPs? Will students have to keep working on standards from their ability level, or will they work on skills from their current age/grade level?

Students with IEPs who are being taught from off-grade level scales are still required to have access to, be involved in, and make progress in the general curriculum based on grade level standards. Grade level scales can be differentiated with instruction provided on the Foundational Skills. When deciding modifications for students with IEPs, we must first start with the grade level standards/proficiency scales. This is our baseline. Instruction must be provided to support students in their progression of learning toward the targets. Progress is reported on grade level proficiency.