APS standards grading

[Anonymous]

I'm in agreement - this is a huge improvement from last year. Definitely not perfect - the comments on both of our kids' report cards (same school, different grades) look like the teachers were given a menu of options to plug and play. Not getting too much depth from comments. But good to see trends across categories. For what it's worth, both my kids got a mix of 2s and 3s.

[Anonymous]

Anonymous wrote:As always, the useful information is in the comments and parent teacher conferences.

I wish that was true for my kid. All of his pronouns were wrong (not a gender identity issue). It was a clear case of copy and pasting, which is fine. But also disheartening because I don't know if it was the correct comment or not

[Anonymous]

Please send a complaint about the current quarter vs year end progress grade to APS. They need this feedback so they can make that change. Squeaky wheel and all.

[Anonymous]

I found this new style completely useless. My kid got all 2s not only in specials, but also in all SEL areas. From asking around, it sounds like everyone (in the grade, at least) did. So what’s the point? He also got the same “grade” in areas where he shows vastly different levels of competency. The comments were vague/generic and unhelpful as well.

[Anonymous]

Anonymous wrote:Please send a complaint about the current quarter vs year end progress grade to APS. They need this feedback so they can make that change. Squeaky wheel and all.

+1

[Anonymous]

Anonymous wrote:I found this new style completely useless. My kid got all 2s not only in specials, but also in all SEL areas. From asking around, it sounds like everyone (in the grade, at least) did. So what’s the point? He also got the same “grade” in areas where he shows vastly different levels of competency. The comments were vague/generic and unhelpful as well.

I agree, what's the point of sending progress report in q1 if it does not provide any meaningful info until at least q3 or q4? Also by the time these assessments to the grade level are finally informative, aren't we already late in providing the right support to help meet the standards?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I found this new style completely useless. My kid got all 2s not only in specials, but also in all SEL areas. From asking around, it sounds like everyone (in the grade, at least) did. So what’s the point? He also got the same “grade” in areas where he shows vastly different levels of competency. The comments were vague/generic and unhelpful as well.

I agree, what's the point of sending progress report in q1 if it does not provide any meaningful info until at least q3 or q4? Also by the time these assessments to the grade level are finally informative, aren't we already late in providing the right support to help meet the standards?

Exactly! Especially in math. My kid got a 2 in a topic that I believe is finished being taught for the year/the unit is complete. I think a 2 means he didn’t learn that topic adequately, so I will need to support at home. But I don’t know for sure and now have to follow up with his teacher like the other 25 sets of parents in the class.

[Anonymous]

Anonymous wrote:I found this new style completely useless. My kid got all 2s not only in specials, but also in all SEL areas. From asking around, it sounds like everyone (in the grade, at least) did. So what’s the point? He also got the same “grade” in areas where he shows vastly different levels of competency. The comments were vague/generic and unhelpful as well.

The problem with this method of grading is how can we distinguish between students who are at a 2 because they are struggling and those who are actually on track. Is it idiotic to rate their progress on a standard which is not fully taught.

To give an example, let’s say the standard is adding/subtracting whole numbers 1-10. If in Q1 you introduce adding numbers 1-10 but have not yet covered subtraction (as that is a Q2 topic) we can presume a 2 would be assigned as only half of the standard has been covered. Under traditional grading a student would get highest marks if they demonstrate they fully understand the material that has been covered up to that point! How can struggling students be identified ? The top students will now be assigned a 2 while lower students will be assigned what?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I found this new style completely useless. My kid got all 2s not only in specials, but also in all SEL areas. From asking around, it sounds like everyone (in the grade, at least) did. So what’s the point? He also got the same “grade” in areas where he shows vastly different levels of competency. The comments were vague/generic and unhelpful as well.

I agree, what's the point of sending progress report in q1 if it does not provide any meaningful info until at least q3 or q4? Also by the time these assessments to the grade level are finally informative, aren't we already late in providing the right support to help meet the standards?

Exactly! Especially in math. My kid got a 2 in a topic that I believe is finished being taught for the year/the unit is complete. I think a 2 means he didn’t learn that topic adequately, so I will need to support at home. But I don’t know for sure and now have to follow up with his teacher like the other 25 sets of parents in the class.

I vote we all ask why performance has dropped off for our child and demand our children be evaluated as they are now scoring so low. I know I will be contacting the principal to express my concerns. With this insane grading system you will only find out if your student is actually failing/achieving at the end of the year.

[Anonymous]

Anonymous wrote:I found this new style completely useless. My kid got all 2s not only in specials, but also in all SEL areas. From asking around, it sounds like everyone (in the grade, at least) did. So what’s the point? He also got the same “grade” in areas where he shows vastly different levels of competency. The comments were vague/generic and unhelpful as well.

+1, I found these to be particularly unhelpful. I have twins (same grade, different classes) who have very different strengths and areas for development in school. Their numbers were pretty much the same regardless of the topic (mostly 2s, some 3s; one of them had a lot of "not taught"). And the comments were 50/50 and didn't really align with what we'd heard at conferences. And one of the comments had the wrong name/pronoun.

[Anonymous]

Is it possible to FOIA request how many students in my kids school are getting all 2s now under this new grading nonsense? Maybe we can demand more special ed support given that no students are achieving and interventions are clearly needed. Maybe if APS has to put $$ behind this stupid grading system they will think a little more about how they are implementing it.

[Anonymous]

Do you all have only children or first kids?

Who cares. It’s not that deep. Look at the papers they bring home every week. Monitor standardized test screeners and SOLs. And just relax until middle school.

[Anonymous]

Anonymous wrote:Do you all have only children or first kids?

Who cares. It’s not that deep. Look at the papers they bring home every week. Monitor standardized test screeners and SOLs. And just relax until middle school.

My first went through APS with normal letter grades after K (I think?). I knew what her grades meant and where to seek support. It’s not that it’s so “deep,” it’s that part of good parenting is understanding relative achievement.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Do you all have only children or first kids?

Who cares. It’s not that deep. Look at the papers they bring home every week. Monitor standardized test screeners and SOLs. And just relax until middle school.

My first went through APS with normal letter grades after K (I think?). I knew what her grades meant and where to seek support. It’s not that it’s so “deep,” it’s that part of good parenting is understanding relative achievement.

Actually I’m not at all worried about my kid, but that doesn’t mean I’m not concerned. I am worried about the kids who will fall through the cracks, those who don’t have parents who understand the education system or who don’t know how to advocate or supplement.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Do you all have only children or first kids?

Who cares. It’s not that deep. Look at the papers they bring home every week. Monitor standardized test screeners and SOLs. And just relax until middle school.

My first went through APS with normal letter grades after K (I think?). I knew what her grades meant and where to seek support. It’s not that it’s so “deep,” it’s that part of good parenting is understanding relative achievement.

Actually I’m not at all worried about my kid, but that doesn’t mean I’m not concerned. I am worried about the kids who will fall through the cracks, those who don’t have parents who understand the education system or who don’t know how to advocate or supplement.

My oldest kids went through elementary when there were letter grades. There were also a lot less screening tests done then. None for math if I remember correctly. They did PALS at beginning of year for reading and that was it. The testing they do now seems like it would be much better at catching kids that need interventions than individual teacher grading practices.