"Students With Disabilities - High School Mathematics Decision Rubric" - Georgia (United States)

Students With Disabilities - High School Mathematics Decision Rubric is a legal document that was released by the Georgia Department of Education - a government authority operating within Georgia (United States).

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Georgia Department of Education
Students with Disabilities – High School Mathematics Decision Rubric
Local boards of education shall award units of math credit only for courses that include concepts and skills based on the state-adopted curriculum for
grades 9-12 approved by the State Board of Education. Students with disabilities, who were identified prior to enrollment in high school and have a
disability affecting mathematics achievement, may follow an alternate course sequence to meet the mathematics course requirements of the graduation
rule 160-4-2-.48. Alternate course sequences would allow a student with disabilities earning core credit in Coordinate Algebra or Algebra I AND Analytic
Geometry or Geometry with two other mathematics courses to satisfy the minimum mathematics requirements for high school graduation.
Mathematics
Evidence in the IEP clearly shows that:
The student’s disability has precluded the student from achieving grade-level proficiency, as demonstrated by the
student’s pattern of performance on the state-mandated test in the area of mathematics. (i.e., EOG). Other valid
assessment evidence for the content area under consideration (such as, benchmarks, unit assessments, etc.) may be
used as documentation that the student did not meet grade-level expectations the prior year.
YES
NO
What is it about the student’s disability that makes it difficult for the student to learn? Indicate where this is
documented in the IEP:
The student’s progress to date in response to appropriate instruction, including special education and related services
designed to address the student’s individual needs, is such that, even if significant growth occurs, the IEP team is
reasonably certain that the student will not successfully master the standards in Advanced Algebra or Algebra II. The
determination of the student’s progress has been based on multiple measurements (i.e. benchmarks, unit assessments,
progress monitoring, performance in Coordinate Algebra or Algebra I and Analytic Geometry or Geometry, etc.), that are valid
for the content area of mathematics and that have been collected over a period of time.
YES
NO
Indicate where this information is documented in the IEP:
The student has access to instruction in the state-adopted curriculum and will be required to successfully complete
Coordinate Algebra or Algebra I and Analytic Geometry or Geometry in addition to participating in 2 additional mathematics
courses. The student’s IEP includes goals that: 1) are related to mathematics; 2) support access to the content
standards; and 3) are designed to promote the student’s progress in the content area state-adopted curriculum.
YES
NO
Indicate where this information is documented in the IEP or the student transcript:
Georgia Department of Education
September 22, 2016
Page 1 of 2
Georgia Department of Education
Students with Disabilities – High School Mathematics Decision Rubric
Local boards of education shall award units of math credit only for courses that include concepts and skills based on the state-adopted curriculum for
grades 9-12 approved by the State Board of Education. Students with disabilities, who were identified prior to enrollment in high school and have a
disability affecting mathematics achievement, may follow an alternate course sequence to meet the mathematics course requirements of the graduation
rule 160-4-2-.48. Alternate course sequences would allow a student with disabilities earning core credit in Coordinate Algebra or Algebra I AND Analytic
Geometry or Geometry with two other mathematics courses to satisfy the minimum mathematics requirements for high school graduation.
Mathematics
Evidence in the IEP clearly shows that:
The student’s disability has precluded the student from achieving grade-level proficiency, as demonstrated by the
student’s pattern of performance on the state-mandated test in the area of mathematics. (i.e., EOG). Other valid
assessment evidence for the content area under consideration (such as, benchmarks, unit assessments, etc.) may be
used as documentation that the student did not meet grade-level expectations the prior year.
YES
NO
What is it about the student’s disability that makes it difficult for the student to learn? Indicate where this is
documented in the IEP:
The student’s progress to date in response to appropriate instruction, including special education and related services
designed to address the student’s individual needs, is such that, even if significant growth occurs, the IEP team is
reasonably certain that the student will not successfully master the standards in Advanced Algebra or Algebra II. The
determination of the student’s progress has been based on multiple measurements (i.e. benchmarks, unit assessments,
progress monitoring, performance in Coordinate Algebra or Algebra I and Analytic Geometry or Geometry, etc.), that are valid
for the content area of mathematics and that have been collected over a period of time.
YES
NO
Indicate where this information is documented in the IEP:
The student has access to instruction in the state-adopted curriculum and will be required to successfully complete
Coordinate Algebra or Algebra I and Analytic Geometry or Geometry in addition to participating in 2 additional mathematics
courses. The student’s IEP includes goals that: 1) are related to mathematics; 2) support access to the content
standards; and 3) are designed to promote the student’s progress in the content area state-adopted curriculum.
YES
NO
Indicate where this information is documented in the IEP or the student transcript:
Georgia Department of Education
September 22, 2016
Page 1 of 2
Georgia Department of Education
Students with Disabilities – High School Mathematics Decision Rubric
Check “ASSURED” for each of the following statements. If assurance cannot be checked, the student is NOT eligible to follow an alternate course
sequence to meet the mathematics course requirements of graduation rule 160-4-2-.48.
The decision to follow an alternate course sequence for Advanced Algebra or Algebra II and an additional advanced mathematics course is NOT
based on:
ASSURED
The amount of time the student has received special education services.
ASSURED
Excessive or extended absences.
ASSURED
A specific eligibility or combination of disabilities (i.e., deafness/blindness, visual, auditory, and/or motor disabilities), but rather the
student’s inability to appropriately demonstrate their knowledge of the state-adopted advanced mathematics curriculum.
ASSURED
An administrative decision made outside of the IEP team’s discussion of these participation criteria.
Final Decision: Based on information that has been reviewed and documented by the IEP Team, the student is eligible to follow an alternate course
sequence to meet the mathematics course requirements of graduation rule 160-4-2-.48.
Students who complete Coordinate Algebra or Algebra I and Analytic Geometry or Geometry, along with two other mathematics courses, but who do not
complete Advanced Algebra or Algebra II may not meet the mathematics admission requirements for entrance into a University System of Georgia
institution or other post-secondary institutions without additional coursework.
Student Initials – I understand that if I do not successfully complete Advanced Algebra or Algebra II and one additional advanced mathematics course
then I may NOT be eligible to attend a University System of Georgia institution or other post-secondary institution.
This document must be attached and regarded as part of the student’s IEP. This Rubric can be scanned and attached to an electronic IEP.
Date:
_
Parent/Guardian Name (Print)
Parent/Guardian (Signature):
Date:
_
Student Name (Print)
_
Student (Signature):
Date:
_
IEP Case Manager Name (Print) _
IEP Case Manager (Signature):
Georgia Department of Education
September 22, 2016
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