T O P I C :

Modify, Yes.  But How Far?

Tara raises the issues: I have a student in my class who, literally, has a very low IQ. Since he is performing at his intellectual level, though, he is not in any sort of Special Education program, nor is he required to have modifications. However, he can do little more in class than copy down the words that are on the overhead projector. Outside of class, the work he turns in is beyond incomplete to the point that often letters are not even put together in a way that would make words. We have talked to the coordinator of Special Education, and she has said to go ahead and give him any modifications that we see fit.

The problem I am having, though, is how far to modify assignments. Do you just continue to modify to the point that he makes As? That does not seem right. Do you just keep him from failing? Neither of these options seem right to me because I can't figure out what the boundaries are. If we fudge one person's grades, how do we not fudge them all? At what point does this become dishonest grading practice?"

Posted September 27, 2008

R E S P O N S E :

You Must Show Evidence

Brian Lee writes: I had a similar situation occur in my first rotation. The special education teacher informed me that if a very low student was doing work at 70 percent quality, then for 50 percent of the class time they are doing A work. As far as modifications go, the law states that you can modify any SPED (special education) kid as you see fit, even if particular mods are not listed on their IEP. This is due to the way the schools deal with conferences regarding failing students. If you give a SPED kid a failing grade and the parents want to conference, you are responsible for presenting evidence that you have modified their curriculum and given feedback through assessment. The way I understand this is that if you can't show evidence of your mods, you can't give a failing grade.

Posted October 2, 2008

R E S P O N S E :

Not Sure About How to Help

Elizabeth Findlay responds: I'm a little confused on how this works: You have a kid who is significantly behind the others, but because he is not considered Special Ed, you change assignments so he can pass? Is there some kind of reading class or math lab that this kid can take to get some extra help? I know other districts have programs like specialized study halls or something, but it sounds like this student is beyond the help of those. This kind of modifying doesn't seem to help the student. I'm not familiar with this situation, though; I guess that's how it is done.

Posted October 16, 2008

R E S P O N S E :

Failing Despite Modifications

Tonya Seaton responds: Tara, I’m having the same problem with an ELL student. I’m making modifications to his assignments, and he is still failing. He is not ready to be mainstreamed. I don’t know what we should do. I’ve talked with the ESL teacher, and she tells me I’m doing everything I supposed to be doing. Sounds like you’ve talked to the right people too. I don’t know what we are supposed to do. I feel for you.

Posted October 19, 2008

R E S P O N S E :

Challenge Leads to Progress

Kelli Cole writes: This is my opinion. You are concerned about how far to modify. Modify assignments in a way that is still challenging to this particular student. Don’t make the entire assignment something that he can do easily. Have certain elements of the work be things he can do easily and certain things that can be done with more brain power. I believe that with students who are included in mainstream classes, progress is the key. If they are making progress then you are doing your job and doing justice to the student.

You also asked about grades. In a situation like this, the grading scale should be different. The grade should reflect progress. If the student has made leaps and bounds on a particular type of assignment over a period of time, then that student ought to get an A for the amount of progress he has made. If the student has not made any progress and is capable of making progress, then maybe he gets a C or D. In my opinion, for students who do not function on the same level as the other students in their classes, their grades should not be on the same scale as other students. If this particular student has shown sufficient progress, then he or she deserves a grade that reflects his/her progress, not necessarily the caliber of work in comparison to that of his classmates.

Posted October 19, 2008

E-mail your suggestions and comments to fbowles@uark.edu