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I thought that data was showing that our students were completing more IAs and were doing better on the IA they were taking. I thought data was showing we were on the right track as for as our curriculum and grading. I also thought we got great reviews from our accreditation. If this is the case then I am unsure why we are going to make so many changes. Is it in the best interest of the student to make these changes. 

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I thought that data was showing that our students were completing more IAs and were doing better on the IA they were taking. I thought data was showing we were on the right track as for as our curriculum and grading. I also thought we got great reviews from our accreditation. If this is the case then I am unsure why we are going to make so many changes. Is it in the best interest of the student to make these changes. 

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Teachers should continue to have some autonomy in their classrooms. I teach honors students, so I think expecting them to turn in assignments within a 6 week cycle isn't asking too much. If the late policy is clear from the beginning, students and parents don't complain when they have a grade deduction on a writing assignment that is clearly 57 days late.

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After a attending the meeting for grading policy I have quite a few concerns. In thinking of the students I feel there are too many changes proposed for next year. I am thinking specifically of the 9th grader who struggled hard to figure our the system only to return their 2nd year to something different.

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Why can't we have different policies for different level courses? Students who take Honors or AP courses need to have a higher expectation and we need to hold the bar to that standard. If we want to be more flexible with on-level courses, that is fine. However, honors and AP students should be held to a higher standard.

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In order to push those low engaged to make up missing work, 50s and 0s need to be entered after the item is late to keep our students up to date on their grades, and to push the sense of timeliness in completing assignments.

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I have students that will turn in a blank assignment rather than doing it because they know they will get a 50 instead of a 0 anyway

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Absolutely get rid of the 50's. As others have mentioned, I also had students complete only major tests &/or an IAs and do well enough on it to pass the class in the end. You say that proves they know the content. Well, does it really? What outside resources are they using on the IAs and unit tests that we don't know about? We've boosted their grade by giving them 50's on work they never even attempted.

Why are we surprised when our IA scores don't coincide with our EOC scores or when they pass our class but not our EOC? Well, one thing we do know is they can't use any outside resource on the EOC.

We are not truthfully fulfilling the state's required instructional hours with these students who are only going in and doing the minimum amount of assignments they need to do in order to pass. These students are completing a few tests or IAs and passing the class but they haven't actually completed the required instructional time. Yet, we are passing them and saying they've completed that required instructional time by giving them the course credit. They are managing to do this because we are boosting their grades with 50's.

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Audrey brings up an excellent point. We have a final exam counting 20% for semester 2. We need the same for semester 1.

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If we could use LETTERS in grade boxes in the gradebook, it would help to be able to put EXEMPT for students coming in late, so they know they are exempt.  The blank grades confuse them, especially when the OHS continues to tell them that the "missing" work is overdue, and there is no way to get rid of those overdue notices.  It would also be great to be able to get rid of those overdue notices for exempt work.

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If we could use LETTERS in grade boxes in the gradebook, it would help to be able to put EXEMPT for students coming in late, so they know they are exempt.  The blank grades confuse them, especially when the OHS continues to tell them that the "missing" work is overdue, and there is no way to get rid of those overdue notices.  It would also be great to be able to get rid of those overdue notices for exempt work.

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ZEROS for missing work. At the end of the semester we can bump them up to 50s if we just have to have a 50 policy, but kids don't know they are missing work with a 50.

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ZEROS for missing work. At the end of the semester we can bump them up to 50s if we just have to have a 50 policy, but kids don't know they are missing work with a 50.

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I don't think kids in our environment should receive a lower grade for late work. I do think we should enter 0s/50s when the due date arrives, but if we tell families they can work at their own pace, they should be able to do that. I think setting release conditions on assignments to force students to go through the content in a certain order is most helpful in terms of getting them prepared to take the bigger tests and I think as a side effect it encourages students to try to stay on pace. Some kids want to sit back and due the minimum so they just take the tests and maybe a quiz or two if needed. We all know that students will work until the last day possible even if they can't get full credit. Does it really hurt to give them full credit?

I do agree that these expectations needed to be clearly communicated to staff and families. We need clear expectations for what late enrollees are expected to do, what due dates really mean, and what happens if you don't do an assignment.

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In college I had courses that provided a carefully laid out syllabus that spelled out exactly what I earned for each assignment. (Very easy to add to our magic calendars My grade started at zero and grew with each completed assignment. There was never the up and down like we have continually throughout the semester. I knew that by a certain date I needed to have x amount done to be passing at that point. The harder I worked the better the grade. The only minimum in play here would be the minimum awarded for a completed assignment.

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If a kid is willing to work, then give them to grade. Late policies are not enforceable due to the nature of who we are teaching, and they only hurt the kids. If a student is WILLING to work, why are we penalizing them? Punctuality is not a standard in any class, right?

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Due to the "50 is the new zero policy," bonus points & extra credit should ONLY be available to students who have completed EVERY assignment in the grade book.

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I think this year has been better. I struggle with 50s too. Kids don't know they are placeholders. However, I don't see us being able to move away from this. Seems to be state wide. I like that kids have until the end of the cycle. We have to remember that many MANY of our students came to us so that they can work alternative schedules and need flexibility. 

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I think this year has been better. I struggle with 50s too. Kids don't know they are placeholders. However, I don't see us being able to move away from this. Seems to be state wide. I like that kids have until the end of the cycle. We have to remember that many MANY of our students came to us so that they can work alternative schedules and need flexibility. 

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Since we have semester instead of year-long grading, I think we should have a first semester final exam that weights more than a test.  It can still be the IA3, but I think it should count more, perhaps 20%.

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Since we have semester instead of year-long grading, I think we should have a first semester final exam that weights more than a test.  It can still be the IA3, but I think it should count more, perhaps 20%.

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-Audrey Callahan

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I agree with most others here.  Please let us give students a zero for non-attempted work.  The 50% is waaaaayyyy too confusing for students and LC's.  We can update all zeros with 50% at the end of the semester if needed.

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I agree with most others here.  Please let us give students a zero for non-attempted work.  The 50% is waaaaayyyy too confusing for students and LC's.  We can update all zeros with 50% at the end of the semester if needed.

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Zeros if they didn't complete the assignment. 50's if they completed but made less than. That way advisors, students, and LCs can easily check the gradebook for the 0s to know what student needs to work on. If a student sees a grade for an assignment in the gradebook they think they don't need to complete it. Maybe at the end of the semester update zeros to 50s. But during the semester let them have a zero for not turning in. 

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Zeros if they didn't complete the assignment. 50's if they completed but made less than. That way advisors, students, and LCs can easily check the gradebook for the 0s to know what student needs to work on. If a student sees a grade for an assignment in the gradebook they think they don't need to complete it. Maybe at the end of the semester update zeros to 50s. But during the semester let them have a zero for not turning in. 

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Many students still dont understand that the 50 means nothing has been turned in, i have had many conversations with students about this and they always say "but a grade is there" and I worry about how this is teaching them what college or the real world is like. If you dont go to work or do your work there is no half grade or half pay check.

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Many students still dont understand that the 50 means nothing has been turned in, i have had many conversations with students about this and they always say "but a grade is there" and I worry about how this is teaching them what college or the real world is like. If you dont go to work or do your work there is no half grade or half pay check.

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I don't think kids feel the full effect of not turning something in when they receive a 50.  I understand the concept, but I had kids pass last semester because they scored high enough on the IA.

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I don't think kids feel the full effect of not turning something in when they receive a 50.  I understand the concept, but I had kids pass last semester because they scored high enough on the IA.

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I hate the 50s. Students don't understand that that is for work that is not completed. And they know how to work the system. They take a couple of test or assignments to pass and then don't do anything else the rest of the semester. I had a student pass my course by take 2 Unit test and not completing anything else.

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We should give 0s for work that is not complete. How is giving a 50 preparing them for the real world OR for an EOC? If they can just do a teeny amount of work, pass, and then take an EOC they aren't ready for because they haven't done a lot of work, it's not helping them.

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We should give 0s for work that is not complete. How is giving a 50 preparing them for the real world OR for an EOC? If they can just do a teeny amount of work, pass, and then take an EOC they aren't ready for because they haven't done a lot of work, it's not helping them.

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Do away with the 50%... it makes things a little more confusing than it needs to be. A student/parent sees the 50% or 18/36 in the gradebook and thinks that it has been completed, when it actually hasn't. But if they see a 0/36 than that really means that it is incomplete.

Maybe do the 0/36 for the semester and then part of finallizing grades at the end of the semester change them to 18/36 if needed. (Kelly Hanna)

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Teaching virtually is COMPLETELY different than teaching in BAM and we need to grade as such. YES-due dates. However, late work? Half of the students come to virtual school to have FLEXIBILITY. Focusing on mastery is the main idea here, and our grading policy should reflect that. Suggestion: Provide a PACING guide and then if a student turns in assignments and has mastered the content, they get the grade they EARN. Unfortunately, timeliness is not in our standards. And if they are willing to work, we should be willing to accept it.

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Teaching virtually is COMPLETELY different than teaching in BAM and we need to grade as such. YES-due dates. However, late work? Half of the students come to virtual school to have FLEXIBILITY. Focusing on mastery is the main idea here, and our grading policy should reflect that. Suggestion: Provide a PACING guide and then if a student turns in assignments and has mastered the content, they get the grade they EARN. Unfortunately, timeliness is not in our standards. And if they are willing to work, we should be willing to accept it.

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I agree... if you do nothing you get a zero.  Let's try teaching a little bit of work ethic too.  I mean, If I don't do any of my work will I get 1/2 my paycheck?  What are we teaching these kids.

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I agree... if you do nothing you get a zero.  Let's try teaching a little bit of work ethic too.  I mean, If I don't do any of my work will I get 1/2 my paycheck?  What are we teaching these kids.

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Students (especially freshmen) don't understand, no matter how many times we tell them, that a grade of 50% means they haven't done it.  If you want the min grade to be 50 fine, but let us put in zeros until the end to the semester... Then they will be able to tell what they haven't done. 

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Students (especially freshmen) don't understand, no matter how many times we tell them, that a grade of 50% means they haven't done it.  If you want the min grade to be 50 fine, but let us put in zeros until the end to the semester... Then they will be able to tell what they haven't done. 

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We should give 0's for not attempted work. They didn't do anything. Why do they get a 50?

Then we raise to a 50 anything earned below a 50.

I think this would at least get a fire lit and then the students would know that if they attempted something they would at least get a 50. Which, for the sake of argument, would show completion (not mastery). So then we know they are engaged.

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Late policy doesn't make sense in this "mastery based" school. Need to have a solid policy on when placeholders are put in for missing assignments - should be on the due date of the assignment. I would think NO- instead, students need to complete and master their current work. On that note- we need a solid policy for test retakes and # of quiz attempts (no unlimited). 

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Late policy doesn't make sense in this "mastery based" school. Need to have a solid policy on when placeholders are put in for missing assignments - should be on the due date of the assignment. I would think NO- instead, students need to complete and master their current work. On that note- we need a solid policy for test retakes and # of quiz attempts (no unlimited). 

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I think you should get a zero if you don't complete an assignment. We've tried this policy for two years now and our families still don't understand that a 50 means a kid didn't do an assignment. I wholeheartedly support a 50 being the minimum grade that a student can earn on an attempted assignment, but a 50 for nothing is overly confusing. This is especially confusing since we don't do this for the IA.

The whole argument for giving 50s was so that it wasn't overly punitive if a kid didn't do an assignment. I understand that argument from a mathematical sense, but then we turn around and the ONLY assignment you can get a zero on is the one that has the MOST impact on a kid's final grade. How does that make any sense?

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We need a clearly communicated expectation for students who enroll late in regards to the IAs. This needs to be in writing in the policy so that everyone can be consistent.

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I understand why we started this process but I feel that the students do not understand a 50 means they have no completed the assignment. Also it inflates grades and so our EOC results do not align with what we are seeing in the classroom.

I don't think a zero for all assignments would be necessary but we need a way to let them know what they are missing and what their grade would look like if they don't do it