I hope I can make this clear, my question. Many of my students who have LD are included for science, history, and english. My question is how to grade them on report cards and issues like that. Many of my students are failing more that one class because they are doing their work, but not finishing it and turning it in. A goal for one of my students is that they are to attempt all work and show up for classes and participate. I have students that are fulfulling these requirements, yet are failing Science class. Should these students be given credit for attempting to do the work so they don’t fail? Is there such thing as putting the report card that when they get good grades it is because the work has been modified? Some sort of symbol? This is really bothering me. I find it impossible to keep track of these 25 or so kids, and make sure they are turning in work (or I totally modify the work myself so that they will do it, which is burning me out {I do this for all classes, science, history, etc}) so they all don’t get F’s. Or if you can’t answer these questions, could someone explain how they grade and give credit for homework? Thanks, Rebecca
Re: report cards and grading
Can you at least systematize how you modify so that it’s a little easier? I taught “self-contained” so I took the regular stuff and modified it — but I could pace it as I saw fit.
Can you put in for some planning time with the regular teachers? To do inclusion right takes time.
In my school we give a separate grade for homework. I think it’s particularly hard with kids with learning differences. They need more help with homework but do they get it? They’re not playing on a level playing field so any ‘help’ I can be with grades is fair as far as I’m concerned.
What is the point of failure? What will it teach them? What will be gained?
I’ve never had good answers to those questions so my conscience always directs me to be more than fair when I grade.