In the Extensions setting, students receive sustained levels of support based on their individual needs. The students benefit from specially designed instruction. Attendance IS taken into consideration as well with weekly participation grades.
Examples of Grading Practices
A or 4
Responds independently
Requires little to no prompting
Exhibits extraordinary effort
Making steady progress on IEP goals and classroom tasks
B or 3
Requires prompts and reminders
Needs repeated opportunities
Making steady progress on IEP goals and classroom tasks
C or 2
Requires ongoing support to gain answers
Needs multiple opportunities over a number of days
Making variable progress on IEP goals and classroom tasks
D or 1
Requires full physical assistance
Limited progress on IEP goals and classroom tasks
Failing grades
The IEP Team is required to convene in order to review, and if necessary, to revise a student’s IEP whenever a student is failing a subject(s) or class(es) to address any lack of expected progress in the general curriculum. This allows parents and students to be apprised of any difficulties the student may be experiencing in the general education classroom and/or special education program. New or additional interventions or strategies may be implemented to improve student performance. Implementation of new strategies or interventions are not disability or content-specific, but should be developed in light of the student’s overall needs stemming from their disability.