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Case: EBD and Grades I have a new student that is considered to have an emotional behavior disorder. His parents have been difficult to work with when getting this child the services he needs and often times turn them down. He is on grade level, however, he is falling farther and farther behind because of his behavior. He has a dedicated para in both his general and special education classes (sped class to work on social skills) and the dedicated para has to remove him from the room daily because he is throwing a "fit." Because of these daily "fits" and being removed from class, he is missing a lot of the assignments and very rarely makes them up when we send them home. The grading period is quickly coming to a close and we're at a loss for how to report his grades. He is on an IEP, however, it's for behaviors only, no academics. Do we report his grades the way they are which will result in a failing grade or give him 70's because he is on an IEP? Solution: (Rates are posted for this solution!) I would use this as documentation to show that the accommodations and modifications the student receives need to reevaluated. After a student shows no progress, we should be flexible as teachers to come together as a committee to increase the services, change the services, or to show data that the student is no longer in the least restrictive environment to achieve success. This documentation does not paint a false picture of how the students disability impacts his or her academics. |
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