![]() This is extended to hoping that students can someday be released from the special education system. The goal of special education is that students receive the least amount of special services possible. ![]() Here are some things I hope you will consider when it is time to grade students with IEPs. It is time for teachers to move away from this line of thought. Some teachers think it is unfair to give a general education student and a special education student the same grade if one completed work that is more difficult. I have had teachers ask me if there is a way to indicate on report cards that grades were earned by completing modified work. This poses a new question: How should teachers grade students with IEPs? Some teachers are opposed to giving students with IEPs high grades if the work these students complete is below grade level. These students may be one or more grade levels behind their same-age peers. In many cases, by the time a student has been qualified for special education services, he or she has reached the point of academic failure. This process becomes even more difficult when teachers need to grade students with Individualized Education Programs (IEPs). These decisions are rarely black and white. More time may mean less exposure to other parts of the curriculum. In addition, they must always be asking themselves, “Is it time to move on?” Teachers must decide if students have mastered a concept to the point of retention or if students need more time. Teachers use assessment data to adjust their teaching practices. Assessing student learning is an integral part of the learning process.
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