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Furious that we didn't start the year with the "what if students don't succeed" interventions baked in from the jump.

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We need to make sure students aren't punished for living through a pandemic. Mastery is less important this year. Students should pass classes even without showing mastery.

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Glad this is systemic plannning. Most concerned about how and when communicated with students and families and how it will be understood in general as it informs FUTURE decisions especially since there is so much turnover just want the "grade" to be understood in context and as others have said how does "current" differ from ongoing/future paradigm around grading. 

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Glad this is systemic plannning. Most concerned about how and when communicated with students and families and how it will be understood in general as it informs FUTURE decisions especially since there is so much turnover just want the "grade" to be understood in context and as others have said how does "current" differ from ongoing/future paradigm around grading. 

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i think that we need to see a precise and comprehensive list/examples of what causes the incompletes.

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i think that we need to see a precise and comprehensive list/examples of what causes the incompletes.

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i have come upon at least 4.
how/when will these dilemmas be addressed?

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Some of the data presented in the email is giving me some consternation–it has been a long time since any of my classes has been at 90% attendance or above. By my own data, there is a strong correlation between students who are missing 40-50% of synchronous class time, and students who are not passing, so the measures we are putting in place to reach students in class seem to be (at least somewhat) effective!

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My big question from the network is what are grades communicating this year? Should a passing grade represent a student mastered the content? Or did their best during distance learning? I think both are important and are valid for different points, but should be decided as a network, not a responsibility on the shoulders of individual teachers to make.

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Most of the students who are failing are failing because they aren't present. They aren't present for social emotional reasons, not for grading practice reasons. So I think this conversation really needs to start with how are we reaching students, and prioritizing students emotional well being. Not POL/deeper learning/etc.

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I understand that some people were upset about the tone of the email. But…if we have a fourth of students failing classes, that is a huge issue that needs to be addressed network wide.

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I understand that some people were upset about the tone of the email. But…if we have a fourth of students failing classes, that is a huge issue that needs to be addressed network wide.

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I feel that I should do everything and explore all options for my students so they pass.

However is the grading policy the same for the hybrid model in the future. Also the data is premature because once the work is graded, then students start to come in during office hours and turn in make up work

Also a number of students have a lot of conflicts outside the classroom that is affecting their schoolwork

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All students should pass during the pandemic. 

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All students should pass during the pandemic. 

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All students should pass during the pandemic, cause the reality is that the systems in place do not meet all the the needs that are truly equitable for diverse students. There are very specific factors that are impacting our students and we need to be equitable about the grading. I have been in person since November and that STILL isn’t meeting the needs of students. I am in agreement with Javier. -Guadalupe

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Suggesting that a full 25% of kids are failing, based on mid-April data, seems premature. They'll turn things in late, etc. I suspect that our actual failure rate is closer to 10% once we implement the strategies.

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Curious about whether this policy is only a pandemic policy, or is it moving forward to the future? I don't get that.

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Curious about whether this policy is only a pandemic policy, or is it moving forward to the future? I don't get that.

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My reflection is I feel I am using all the strategies to make sure students pass, but I wonder what more I can do?

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My reflection is I feel I am using all the strategies to make sure students pass, but I wonder what more I can do?

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Grading policies and vision need to be a part of how we begin the year. This is deeply connected to UBD, and we should be in discussion and understand clear policies at the beginning of the year.

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I am curious about the backstops. Summer school? Online school (prepackaged)? Repeat the course?