• GHS News

Remote Learning: Grading Expectations

Remote Learning Target:

Keeping children emotionally and physically safe, fed and engaged in learning. Social-Emotional needs of all students with emphasis placed on learning rather than the completion of curriculum.


“We don't know the circumstances of every child's situation. All students are impacted, experiencing trauma and are grieving the change in normalcy/loss and cancellations - prom, sports, clubs, etc. Educators are expected to utilize a “Put Students First” approach and not use grades as compliance.” - Dr. Carmen Ayala


Expectation:

Remote Learning is not a traditional online class. Remote learning is not a new normal; it is surviving a pandemic/crisis. Remote learning is to be viewed as a means to connect with our students and give kids the opportunity and guidance to continue with their learning. All certified staff will review the essential content/standards for each course, and narrow down expectations and content covered in order to meet the minimum necessary for future learning. Modifications, adjustments and reduction of curriculum and content covered must occur. It is the recommendation to only choose content/standards that are critical and essential for continued / future learning.


Remote Learning Traditional Grading:

BCSD 5 will follow the new ISBE recommendations on grading that are based on the principle, “No educational harm to any child.” Definition of educational harm: any grade that decreases a student’s overall semester grade.


The 3rd quarter grade is now the starting point of the semester grade. The student’s semester grade cannot go any lower than their 3rd quarter grade.


Purpose of Grading:

Provide feedback and communication to support learning; not as an instrument of compliance. Grading should focus on the continuation of learning and prioritize the connectedness and care for students and staff.

  • Track engagement/participation and all grades for fourth quarter.

  • Spring Semester Exams will be eliminated for the 2019-2020 school year.

  • Nine Week Courses (Consumer Ed/Dr. Ed) taken 4th Quarter will be Pass/Incomplete.

  • All students should have the opportunity to complete, make up, show progress, or attempt to complete work assigned between March 13 and the ending of the remote learning period. Students will continue to have opportunities to demonstrate proficiency and improve their grades as the semester progresses. All tasks, activities, assignments, projects and assessments will not negatively impact a student’s overall grade in any way.

  • We will serve students with exceptionalities to the greatest extent possible by tailoring and implementing all accommodations outlined in IEP/504 plans during remote learning. Every effort should be made for collaboration between case managers, service providers, and general education staff when determining a summative grade for the semester.


Student Expectations:

All students are expected to engage, complete and submit at least 70% of 4th quarter class requirements prior to May 25th. *Note: Class requirements may include but not limited to: activities/assignments/projects/ assessments


If a student does not complete and submit 70% of the total 4th quarter class requirements prior to May 25th:


  • The student’s final semester grade will be an Incomplete. Students may be required to participate in Summer School (Tuesday/Thursday at GHS) until make-up work is complete. Incomplete grades will need to be remedied before August 1st.


If a student completes and submits 70% of the total 4th Quarter class requirements prior to May 25th:

  • If the 4th quarter grade is higher than the 3rd quarter, the two grades will be averaged (each quarter weighted 50%) together for the final semester grade.

  • If the 3rd quarter grade is higher than the 4th quarter grade, the final semester grade will be the 3rd quarter grade.


Student Workload - Approximately 30 minutes a day per subject area.


Advanced Placement (AP)

General FAQs:


Q: Do teachers have the latitude to bestow credit for effort shown by the student that might not be reflected in the grade earned by the student for traditional assignments?

A: Yes, during these unprecedented times teachers should consider student growth and learning, not only in traditional measurements but in effort and connections made.


Q: If a student earns an incomplete for the semester, what will the expectations be to earn the credit for the course?

A: Students receiving an incomplete will be expected to complete Summer Paper Packets that will need to be finished and submitted by August 1st. These packets will be issued to individual students by building administration.


Q: Are students allowed to submit late assignments?

A: Yes. All students can complete and submit any work assigned between March 13 and the ending of the remote learning period. Students may submit work as late as May 25th. That being said, students are encouraged to submit work at the assigned date and time provided by the teacher in order to avoid falling behind in coursework.


Q: How did the District decide on the 70% threshold?

A: Based on concern for students failing to engage, the District decided that we needed to adjust our expectations to implement a minimum expectation that both engages and incentivises students. Requiring participating in summer school allows us the opportunity to make up for lost learning and prepare students to move on to the next level. Given that our goal was to twofold: continue to engage students and not create more work for teachers, we chose to not require a minimum proficiency on the work submitted for 4th quarter. The state has made it clear they can't get lower than the third quarter. We wanted to do our best to encourage kids to finish strong thus the threat of receiving an incomplete and attending summer school.


Q: A student submits an assignment through Google Classroom that is blank. How will that be handled?

A: If the teacher is grading that assignment, a ZERO should be entered in Skyward. The submission of that assignment does not count positively toward the 70% threshold. Teachers can and are encouraged to return the assignment to the student requiring learning and effort towards completion.