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Parents have questions regarding late work and the numerical penalties applied.  Additionally, they ask why there is not consistency among grade levels and departments.

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Teachers need to know where the department stands on grading and if it is different per grade level (does everyone accept late work the entire 6weeks long, do you take off points, etc) Once we have guidelines, then just making sure teachers stay consistent and on the same page when grading or speaking to students/parents about grades.

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Accepting late work and grading only on TEKS mastery.

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Generally we like this idea, but we know that there will be some students that might be fine with an I and then the work never gets done. We also know that there might be some push back at the beginning of implementing.

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We need support on consistency in holding students accountable for their own grades.  How do we hold students accountable for their assignments?

Teacher philosophies on grading are different.  Do we hold to our personal philosophies or have a campus wide grading system that we all need to follow?

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Grading on TEKS mastery.

Test corrections/Test retakes

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What happens if it is the last six weeks and the student is refusing to turn in an assignment?  Do we still give an I for incomplete last six weeks?
When is the cut off point for the incomplete?  Is there a time limit?
For example, if a student gets an I first six weeks and doesn't turn in the assignment all year long.

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As a department we do follow a common grading policy, however it will fluctuate as needed on IEP/504. We would like all of 6th grade to take a day early in the year to set up their HAC accounts or help parents request it on cub camp day in the lab.

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Always inputting the M for missing so it shows as a zero and makes students aware of what they need and not assuming the teacher hasn’t graded it. Also we offer project choice menus for major grades which allows the students the freedom of choice for a major grade allowing the demonstration of mastery of TEKs in a format they are comfortable with.

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We really liked this article. We. Keep the missing for the six weeks but we do like the ability to keep them accountable for the work. A LOT of our students will take the zero and lower grade but this holds them accountable and doesn’t allow them to get off the hook so easily. Also late papers are so rampant in the days before the six weeks ends, it is a relief to be able to have a breathing period and assign for mastery truly.

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Rubrics definitely help grade performances. Creating them takes time. We need more time to create these rubrics.

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Rubrics, working with student schedules, makeup days

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Rubrics, working with student schedules, makeup days

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Making sure that we have enough time to perform but prepare for those who will be gone for several days. Handing out rubrics to students and sending it to parents a long time beforehand. We do use the missing and that alerts students and helps them make up work. It gives the. Accountability and can see how it effects their grade.

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I think individually talking to students helps them get an understanding of what they can do. Honestly, I skipped the long speech given by the teacher and I’m sure students would skip it too. I want them to tell me why it’s important and become accountable. As far as the incomplete no numerical grade... students would love to not perform and have it not effect their GPA or not complete journals. I don’t know if it’s giving them accountability or giving us accountability for them because it’s up to us to help the students in any way in the first place.

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We would like to see a consistent interdepartmental grading policy.

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-allowing for verbal test corrections
-tutoring before after school and during lunch

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We agree with the use of the "I" for major summative assignments. We also however agree with the concern of 7th grade science regarding when the new cut off time would be for the "I". Would we now have to accept major assignments all year long?

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Clear and consistent expectations for teachers.  We are flexible with regard to late work, points off penalties, etc., but we need to know what the campus vision is.  So teachers revert to what “feels right” to them, which leads to inconsistencies.

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Giving extra time to complete missing work, but still offering a clear deadline.  Opportunities to retest and redo labs.  We’ve offered alternate assignments as well.

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We like the idea of giving an I, because we want the students to learn the material!  But we wonder about what happens if a kid doesn’t care about an I?  When will they make up this work?  What happens if they don’t?  This could become a HUGE amount of paper chasing for teachers for students who don’t care about an I.  Or how do we keep setting up labs or creating alternate assignments?  The I is great for kids who are grade motivated, but not so much for every single person.

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We feel as a group, there needs to be consistency when it comes to students being pulled out of class. Some teachers are still pulling/holding students to make up work and they are missing our instruction as well.

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For our Mile Goal..posting student times have motivate students to beat their personal best each assessment.

The utilization of our new polar heart rate monitors.  Now it gives us a more individualized assessment of how hard each student is working.  For many it has motivated them to work harder than they ever have before.

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Personally liked the article but agree with other departments about what happens when the student does care about the "I". I wonder should there be a time table for all assignments to be turn in just like all teachers have to get in teacher choice hours in by a deadline to be counted for the year. Also with using "I"...athletes will be ineligible even when work as been turn in/graded after grades are due.

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ELA is so different from all the other disciplines when it comes to grading. We are more subjective when it comes to reading and writing. We create analytical scales and rubrics. ELA always needs more time for grade.  

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ELA is so different from all the other disciplines when it comes to grading. We are more subjective when it comes to reading and writing. We create analytical scales and rubrics. ELA always needs more time for grade.  

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We like to do reteaches. Please know there is a huge difference between a reteach and test corrections. Reteaches and redoes are more our philosophy. 

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We like to do reteaches. Please know there is a huge difference between a reteach and test corrections. Reteaches and redoes are more our philosophy. 

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We agree with this philosophy, but we also agree that it will be a new cultural behavior Briscoe will need to create and implement. This will not happen over night, and we would ALL have to be on the same page to make it work. 

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We agree with this philosophy, but we also agree that it will be a new cultural behavior Briscoe will need to create and implement. This will not happen over night, and we would ALL have to be on the same page to make it work. 

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A push for all students and all parents to have a HAC account. Through a class at the beginning of the year, all students go to the lab and set up a HAC account. Maybe during 2nd period announcements time, once a week students can check their grades.

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Accepting late work
Grading TEKS Mastery
Retests and Tests Corrections
one-on-one tutoring
on-the-spot corrections

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Overall the idea of this article is good, but we have some reservations. What kind of pushback will we get from students and parents? Will all teachers be on board? What about students that still don't do the work? How will teachers, admin, parents, etc hold students accountable?

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Each grade level in the math department is consistent on taking late work and taking grades. We would like to know what are other subjects late work policy and the effectiveness of their policies.

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8th grade math dept allows students to correct daily assignments that are below a 70. We implemented re-engagement this year during the school day. Students who fail an exam have a reteach and an exit ticket to retest. We allow late work to be turned in up until the Wednesday of the last week of the six weeks. We email parents of students who are failing and what needs to be done to improve their student's grade.

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We like the idea of an "I" but what would the criteria be for giving a student an "I".

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Consistent rubrics across the grade levels- campus based PD to go over samples and time for calibrating for those who need it; more time to grade....is there more time in the day? It is difficult to read all the volume of writing, especially writing done well and thoroughly.

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All of the above .... tutoring, modeling examples with sentence stems so kids know what a product should look time, retakes,  grade for TEKS mastery, etc.
Part 1 and part 2 of homework so students can still be successful if they didn't do part 1 at home

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We are definitely in favor of the "I", especially for students who don't turn in work due to vacations. The "I" can help "protect" the grade point average. The question we still have is how long do we let the "I" stand? We do need clarification on how to change the grade from an "I" to a numerical grade.

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We need to work towards a common grading policy for our department.  Currently this is split by our grade levels.  Once that is in place, we will be better able to incorporate a  campus wide policy.

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Liking that it would hold the students accountable for their missing work. What about a cut-off date/ timeframe for the Incomplete? It isn't fair to be waiting for their missing work nor allowing the student to have months to do their assignments. We want this to be a meaningful assessment within a timely basis. Therefore, we need their work to assess their growth and development.

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Reteach based off of their TEK assessments as a whole PLC. Justifications of students answers for their test and afterwards during their retest to show mastery.

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In need of a more consistent late work policy. Guidance on late work penalties.
Campus consistency on end of six weeks grade cutoff

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Student mastery sheets allows students to show mastery of TEKS tested on highest missed questions giving all students the chance to be succesful.

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This practice sounds great in theory but we feel it would need to be consistent campus wide with clear expectations and guidelines. The longer the incomplete stays the longer we have not gotten a assessment of their progress.

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Teach parents and students to access and monitor grades.

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Teach parents and students to access and monitor grades.

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 6th grade math"2nd draft" on tests and correcting all homework assignments

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 6th grade math"2nd draft" on tests and correcting all homework assignments

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This practice allows students to complete the work that is required for learning as opposed to agrade being determined by responibility