Grades During Closure

Life has certainly changed radically at SSCS in just a month… Without anymore than a day or two to prepare, the COVID-19 pandemic has caused us to fundamentally change how we are educating; thus, supporting the physical, academic and the social-emotional needs of our students from a distance. For your efforts, collaboration and dedication in meeting our kids’ growing needs, despite the challenges, I want to commend you and thank you for your empathy, flexibility, and professionalism!

With that said, one of the foundational elements to public education has been the use of grades to provide both motivation for our students as well as a measure of where students are at relative to grade-level/course-specific standards. Since the closure has caused unprecedented inequities in terms of students access to the learning opportunities (i.e., lack of access a quiet space, childcare responsibilities, lack of parental support/guidance, lack of internet access, emotional angst, etc) we have been advised to align our grading practices with schools throughout our region; to shift our practice of grading with specific numbers to, instead providing feedback in a narrative from that indicates “evidence of learning” or “not yet learned”. The way that we have communicated this to our students and parents is via a letter sent out in mid April that states the following:

4^th Quarter Grading Guidelines:

• Our teachers and administrators will continue to work with students and families to make sure students have the skills and knowledge they need to meet this year’s academic standards and thus be prepared to move forward in the fall of next school year.

• In pursuing this goal, we are following mandates and recommendations from NYSED. Thus, it is expected that students remain engaged during this unique situation and put forth effort into learning.

• Academic participation is expected and not optional.

• All 4th quarter final grades will either be *S (Satisfactory) or *U (Unsatisfactory) based on work completed [and looked at holistically by the teacher] and a special Coronavirus Pandemic Closure designation will be noted in student transcripts. Additional Effort/Engagement comments will be used as well. More guidance will follow if additional guidance or directives on this matter are given from NYSED. College in the High School classes at SSCS will be an exception and remain under the guidelines of the college that that course is affiliated with.

• Teachers will continue to grade the assignments as they have been. Grades for assignments and projects will either be numerical or lettered, along with other more substantial feedback for student improvement.

• If for any reason your child is struggling or otherwise unable to participate in online instruction, SSCS administration must be notified by 4/14 so that other accommodations can be arranged.

• Any social and emotional needs should be shared with our counselors on staff in order to provide help and support.

• Hypothetically, should a student not participate and "fail" the 4th quarter, they will not fail for the year. However, the quarter averages from the other 3 quarters will then determine grade promotion or the awarding of credit for the class.

• All final grades can be appealed to SSCS Administration, if needed.

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To provide you (educators) with clarity, here are the guidelines we will be following with regards to the provision of grades during school closure and awarding course credit amidst these unprecedented times (those teaching college course should use the guidelines provided by the colleges):

Awarding Course Credit:

Engaging Students in the 4th Quarter

• SSCS will use the cumulative average from Quarter 1, Quarter 2, and Quarter 3 (albeit, an average from Q3 no less than the average earned prior to the closure beginning on 3/16) to determine if the student earned credit. Half-year course credit will be determined by the student's Quarter 3 grade (while taking into consideration Quarter 4 performance as part of a holistic view by the teacher as to whether or not the student met the objectives of the course).

• Consistent with our mission/vision as well as NYSED guidelines and BOCES guidance: “Where student averages from September through March 16 were failing, all attempts should be made by the teacher and school to provide support to the student to earn credit. This may include the development of individualized learning plans, specialized supports and provision of alternate methods of assessment.”

• If you feel a student (based on his/her achievement throughout the first three quarters) should fail a course or be retained from moving onto the next grade, please reach out to tyorke@sharonsprings.org, eschlenker@sharonsprings.org, and escully@sharonsprings.org no later than 4/30

• The goal is for grades to serve as a measure of students’ learning. It’s important to find ways to engage students in the work for more authentic reasons, such as helping students see how this learning will benefit them now and in the future.

• Focus all instruction on prioritized standards in such a way that students can demonstrate “evidence of learning” through a variety of methods, including the following:

  • Completing and turning in assignments (including short-term and long-term projects);

  • Sharing their understanding verbally (via Zoom) or through digital methods (e.g., responding to questions posted in Schoology, exit tickets, journal entries);

  • Taking both formative and summative assessments; and

  • Self-assessment/self-evaluation.

• Quarter 4 feedback provides an opportunity for teachers to make positive connections and build trust with students and to let them know that their work and learning matter. It is about continuing to build relationships and provide opportunities for students to feel a sense of success and accomplishment. Teachers are expected to provide timely and constructive feedback on students’ learning. Feedback can take many forms, including individualized written comments and guidelines to support continued growth as well as rubric aligned scores and/or percentages of correct answers.

• Students should not be marked "Missing" in Schoology for work not completed; teachers should also use the fact that a student did not complete an assignment as an opportunity to design a different way to allow the student to show he/she has met the standard the assignment is measuring. After this attempt, if the student refuses to provide evidence of learning, make a comment in the Schoology Gradebook describing this. Each learning opportunity will be used to determine whether or not the student meets the overall fourth quarter expectations or not (i.e. if their work holistically was Satisfactory or Unsatisfactory).

• To help ensure equity, teachers are expected to follow up with individual students and/or families when a student is not logging into Schoology, participating in Zoom session or completing assigned work on a consistent basis during a given week. Please Document participation and contact via the weekly participation logs.

• The first step is to be understanding, recognizing that family dynamics have changed and are very challenging for many. Others may not yet be self-motivated and may benefit from individual support.

• If a student has not engaged at all after several outreach attempts, email eschlenker@sharonsprings.org, escully@sharonsprings.org, tyorke@sharonsprings.org, and rscimeca@sharonsprings.org.

Reporting Feedback on 4th Quarter Report Cards:

• Elementary report cards for the 4th Quarter will include the following information:

  • Standards Based Reports (however, the "X" designation should be used liberally)

  • Use the comment feature in eSchools to provide the following 4 part response :

    1. A brief overview of the joys of teaching the student and reassurance that the student will be advancing to the next grade

    2. Provide a summary of the student's growth in terms of his/her habits, achievement and attitude prior to closure in

    3. Provide a summary of the student’s growth in terms of his/her habits, achievement and attitude during closure.

    4. Provide a brief description of what the student needs to do over the summer to be best prepared for the 2020 - 2021 school year. (Reference and use resources that will be posted in early June at https://essentialed.capitalregionboces.org/)

• Middle School/High School report cards for the 4th Quarter will include the following information:

  • 1. Instead of a numerical score, teachers will assign the following "grades"

       • S (Satisfactory) = Student has demonstrated learning of essential curriculum based on what was taught and assigned.

OR

• • 1. • U (Unsatisfactory) = Student has not completed assignment(s), or work completed does not yet demonstrate learning of essential curriculum. Students’ overall academic record will be reviewed to see if remediation is recommended in the fall.

    2. Comments - Use the comment feature in eSchools - copy and paste the comments provided and then personalize/revise each comment for each student.

We know that some parents and students are concerned about grades and the impact this will have on their GPA, transcripts and applications to college. We want to assure our families and students that schools, at both the K-12 and the collegial levels, are adjusting their typical grading practices and policies during this unprecedented time.

Our district has worked closely with the other school districts in our region to approach grading in a similar way. The NY State Education Department has exempted all students in good standing from Regents exams they intended to take in June 2020. Many colleges and universities have adjusted their own grading practices for the spring semester. Their admissions offices have expressed an understanding that high schools are also altering the way scores are reported for this spring and school year and have indicated that such changes should not negatively impact students’ college applications.

In conclusion, let’s continue to work together to support our kids through these difficult, unprecedented (sometimes catastrophic) times. Let's lean on each other to maintain consistent, thoughtful learning experiences and provide our kids with the stability they need in these unstable days that have turned into weeks (which will likely turn into months). As always, keep open lines of communication.

Thank you,

Tom Yorke

Building Principal