expectations

Philosophy

I believe grades should be accurate, bias-resistant, and motivate student learning. My goal is students are more focused on what they've learned, how they have grown, and plans for future growth over numbers and letters. Every student is more than a letter grade. The following policies (as well as my late work and make up work policies) are designed to reflect this philosophy. 

Grades will be posted bi-weekly in Skyward (or more frequently depending on coursework). 

Grade Levels

Every assignment I give falls into one of three levels that take on greater emphasis for a student's final grade.

1. practice -- ~5pts---routine, skill-building assignments; if you complete these with a sincere effort you will earn full points.

2. low risk -- 10 points--These are assignments focused on practicing very specific skills (annotation, reasoning, writing craft).

3. formative --50 points-- these are more substantial assignments designed to give students an opportunity to demonstrate learning and (usually) to practice a specific skill, or skills, at a higher level, or to blend multiple skills. They are still a space for experimenting and risk-taking, but the stakes are higher. Examples include: one-page essays, timed writing, quizzes, class discussion reflections. These can be revised and re-submitted each semester (see "make up/revision" policy below).

1. summative-- 100 points -- larger assignments designed to assess learning, growth, and for students to show off a bit. Examples, essays (final drafts), final drafts of creative writing, formal presentations or projects. These can be revised and re-submitted each semester (see "make up/revision" policy below). 

Rubrics

I strive for my rubrics to provide as much information as possible. They are the first level of feedback, followed by comments on an assignment, followed by a conversation. 

Generally my rubrics will work on a 9-10 point scale made of ~10 elements (see examples on individual course pages and in Google Classroom). I will use this to move conversations away from talking about points to talking about learning. That is what matters.

The basic scale looks like this: 

Mastery = 10 points

Skilled = 8-9 points

Able = 6-7 points

Developing = 5 points

Starting = 3-4 points 

Off Track = 0-2 points

I've tried a number of rubrics over the years and I believe having multiple levels works better than say, 1-4, because it provides more student feedback and a more nuanced assessment of a student's work. 

Missing & late Work 

Missing and/or late work is a serious problem in an English class. Reading and writing are process based skills. To be "at standard" in English is to demonstrate a capacity for engaging in a developmental process. In reality, there is no objective standard of writing for 10th or 11th or 12th grade students. I can only evaluate where students are when they enter my class and the progress they make while in my class. Missing and late assignments disrupt this process in deeply problematic ways.

I will accept late work only for formative and summative level assignments, not practice/low-risk assignments (see list above). Late work may receive a reduction in grade (average is 10-30%), but this will likely happen naturally due to missing out on the progression of learning. 

I cannot offer feedback on late work. 

Grade reduction will  will rely on a case-by-case basis. Life happens. Extenuating circumstances happen. I will remain compassionate and supportive, but within limits. Those limits will be conditional. This is the most equitable policy I can create and I am happy to discuss this with anyone at any time. 

If you have excused absences it is your responsibility to check Google Classroom and communicate with me to make up the work as soon as you are able. 

The key is to communicate with me. You are never bothering me. Open and clear communication is essential, and a skill we all need to practice. 

Revision 

Students may revise and re-submit any formative or summative assignment throughout a semester, until announced deadlines. These are firm deadlines. 

Practice  

You will see assignments in Google Classroom that do not enter into a student's final grade. These are assessments designed to give students the chance to practice skills. I believe learning must involve failure and revision. These assignments are designed to provide that opportunity and to document your progress. These will be small daily assignments meant to build knowledge, understanding, experiment, practice skills, and try things out. Examples: sentence imitation exercises, vocab games, freewrites, genre exercises, reflections. These assignments will not appear in Skyward. 

Final Grades

We are strapped to the A-F system, so I will have to give you a letter grade. The percentages and grade equlavents are listed in my syllabi. 

Requirements 

Daily attendance is expected and required. 

A large percentage of my classes are discussion based, and all of my classes are process based. You must be here for instruction, practice, feedback, and revision. There is no other way to learn this material. 

If you miss significant amounts of class you will see an impact on your grade usually resulting in lower scores on writing assignments (my major form of assessment). 

I conference frequently, and provide feedback consistently, and if you are gone I cannot always make that meaningful feedback up.  

If you are absent, it is your responsibility to figure out what you missed. Please check our Google Classroom and the calendar, as well as with me to find out what you missed.  If you know in advance that you will be absent for a prolonged period of time, let me know in advance so that I can send you with assignments. 

Tardiness will not be tolerated.  Repeated tardiness will result in a referral. You are expected to be in your seat, quiet, and with all necessary materials when the bell rings to be on time. Boy that sounds harsh, but we have work to do!

All formative and summative reading and writing assignments turned in on time can be made up, revised, and resubmitted. 

Here is the process I expect you to follow:

1. Review the original document, review feedback and the rubric, and then revise the assignment appropriately. You do not have to do the whole thing again, but should strengthen the areas in need. Please revise on the original document (it tracks the changes)

2. Once the assignment is revised, reflect on the new version: write a short paragraph discussing what you changed and why it improves the document and submit it in the comment box of the assignment. 

3. Then re-submit.  

4. Google Classroom will alert me you have re-submitted the assignment, but you may follow up if you wish.

Missing Work 

All missing work is expected two days after returning from an absence, or on a previously agreed on day. Either way, please communicate with me. Email.