More skills based grading at madison hs

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm looking at my child SiS for Geometry Honors. Just in the 2nd quarter (which started mid October so the last 6-7 weeks), as of today, I see 3 tests (100 points each), 2 quizzes (50 points each), 2 "common assessments" (30 points each), one quizizz (12 points), 7 homeworks graded for completion (7x4 pts), 10 homeworks graded for correctness (10x6 pts). There are EC opportunities when submitting test corrections (25% of points missed), and there was one extra problem (3 pts) on one of the assessments. To get an A, your overall number of points must be 90% on these graded works. You cannot not finish your test on time, you cannot skip homework, you cannot retake tests or quizzes. If you don't show your work on a homework problem that's graded for correctness, you lose a point.

My child is working hard in this class, preparing for every test and doing their homework every day except on test/quiz days (40-45minutes). Their average is 99% and they are proud of what they are accomplishing.

If this grading scheme is replaced by anything that doesn't count every homework, test, quiz, or other assessment, then this would teach my child a valuable lesson: don't ever trust anything anybody who uses the word "equity" says.

In this sense, it would have a positive impact: for the hardworking students of today are tomorrow's voters.

WTF? That’s so illogical.

p.s. your kid’s grade is basically only based on quizzes/tests already given the weighting.

Let's do the math. There are 300+100+60+12+28+60 = 560 points given. Of these, 28+60 = 88 are for homework, which is 15.7%. On a standard scale, that's 1.5 letter grades.
For instance, a child who would blow off their homework couldn't get higher than a B (84.3%).

So children have choices: hardworking children can do their homework and they get rewarded with an A or B grade if they also do well on tests/quizzes. Equity-focused children perhaps don't do their homework and their grade is capped at B/C. It's a just and proven system. Let's keep it.

That teacher needs to have a discussion with admin. FCPS policy is that homework cannot be more than 10% of the grade. "Homework for practice or preparation for instruction may account for no more than 10 percent of a quarter grade."

https://www.fcps.edu/academics/grading-and-reporting/secondary/homework-and-makeup-work

Those kids are getting an effort boost without actually demonstrating independent knowledge.

Thats just so far in this quarter. There is a lot of time left where this may not be an issue.

This quarter has only been 7 days. It started November 8. With block schedule that's only 3 or 4 classes. Unless you mean a rolling gradebook in which case the percentage was pretty clearly off for Q1 since only a couple grades could have been entered for Q2.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm looking at my child SiS for Geometry Honors. Just in the 2nd quarter (which started mid October so the last 6-7 weeks), as of today, I see 3 tests (100 points each), 2 quizzes (50 points each), 2 "common assessments" (30 points each), one quizizz (12 points), 7 homeworks graded for completion (7x4 pts), 10 homeworks graded for correctness (10x6 pts). There are EC opportunities when submitting test corrections (25% of points missed), and there was one extra problem (3 pts) on one of the assessments. To get an A, your overall number of points must be 90% on these graded works. You cannot not finish your test on time, you cannot skip homework, you cannot retake tests or quizzes. If you don't show your work on a homework problem that's graded for correctness, you lose a point.

My child is working hard in this class, preparing for every test and doing their homework every day except on test/quiz days (40-45minutes). Their average is 99% and they are proud of what they are accomplishing.

If this grading scheme is replaced by anything that doesn't count every homework, test, quiz, or other assessment, then this would teach my child a valuable lesson: don't ever trust anything anybody who uses the word "equity" says.

In this sense, it would have a positive impact: for the hardworking students of today are tomorrow's voters.

WTF? That’s so illogical.

p.s. your kid’s grade is basically only based on quizzes/tests already given the weighting.

Let's do the math. There are 300+100+60+12+28+60 = 560 points given. Of these, 28+60 = 88 are for homework, which is 15.7%. On a standard scale, that's 1.5 letter grades.
For instance, a child who would blow off their homework couldn't get higher than a B (84.3%).

So children have choices: hardworking children can do their homework and they get rewarded with an A or B grade if they also do well on tests/quizzes. Equity-focused children perhaps don't do their homework and their grade is capped at B/C. It's a just and proven system. Let's keep it.

That teacher needs to have a discussion with admin. FCPS policy is that homework cannot be more than 10% of the grade. "Homework for practice or preparation for instruction may account for no more than 10 percent of a quarter grade."

https://www.fcps.edu/academics/grading-and-reporting/secondary/homework-and-makeup-work

Those kids are getting an effort boost without actually demonstrating independent knowledge.

Thats just so far in this quarter. There is a lot of time left where this may not be an issue.

This quarter has only been 9 days. It started November 8. With block schedule that's only 4 or 5 classes. Unless you mean a rolling gradebook in which case the percentage was pretty clearly off for Q1 since only a couple grades could have been entered for Q2.

Sorry, poor counting skills.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm looking at my child SiS for Geometry Honors. Just in the 2nd quarter (which started mid October so the last 6-7 weeks), as of today, I see 3 tests (100 points each), 2 quizzes (50 points each), 2 "common assessments" (30 points each), one quizizz (12 points), 7 homeworks graded for completion (7x4 pts), 10 homeworks graded for correctness (10x6 pts). There are EC opportunities when submitting test corrections (25% of points missed), and there was one extra problem (3 pts) on one of the assessments. To get an A, your overall number of points must be 90% on these graded works. You cannot not finish your test on time, you cannot skip homework, you cannot retake tests or quizzes. If you don't show your work on a homework problem that's graded for correctness, you lose a point.

My child is working hard in this class, preparing for every test and doing their homework every day except on test/quiz days (40-45minutes). Their average is 99% and they are proud of what they are accomplishing.

If this grading scheme is replaced by anything that doesn't count every homework, test, quiz, or other assessment, then this would teach my child a valuable lesson: don't ever trust anything anybody who uses the word "equity" says.

In this sense, it would have a positive impact: for the hardworking students of today are tomorrow's voters.

WTF? That’s so illogical.

p.s. your kid’s grade is basically only based on quizzes/tests already given the weighting.

Let's do the math. There are 300+100+60+12+28+60 = 560 points given. Of these, 28+60 = 88 are for homework, which is 15.7%. On a standard scale, that's 1.5 letter grades.
For instance, a child who would blow off their homework couldn't get higher than a B (84.3%).

So children have choices: hardworking children can do their homework and they get rewarded with an A or B grade if they also do well on tests/quizzes. Equity-focused children perhaps don't do their homework and their grade is capped at B/C. It's a just and proven system. Let's keep it.

That teacher needs to have a discussion with admin. FCPS policy is that homework cannot be more than 10% of the grade. "Homework for practice or preparation for instruction may account for no more than 10 percent of a quarter grade."

https://www.fcps.edu/academics/grading-and-reporting/secondary/homework-and-makeup-work

Those kids are getting an effort boost without actually demonstrating independent knowledge.

Thats just so far in this quarter. There is a lot of time left where this may not be an issue.

You're right. At the end, it may be around 10%. Which is still good - it's a letter grade. Do the homework, get the 10%. Don't do it, take the hit.
It motivates students to sit down with their homework, provides I'd say just the right amount of motivation. (Also, about 2/3 of the questions have answers given in the back of the book so students can double-check, though it doesn't show the work.) You can't make up for a bad test/quiz/assessment with doing homework, and you can't earn EC on homework, either.

More important than the contribution of homework is that no tests are omitted, or replaced with later ones, etc. All tests/assessments/quizzes counts (a quiz, from what I understand, is just a small test.)

It's a good system, actually. (Admittedly tougher than what I grew up with, so you bet I'll fight anyone who wants to degrade this system my child works in so hard.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm looking at my child SiS for Geometry Honors. Just in the 2nd quarter (which started mid October so the last 6-7 weeks), as of today, I see 3 tests (100 points each), 2 quizzes (50 points each), 2 "common assessments" (30 points each), one quizizz (12 points), 7 homeworks graded for completion (7x4 pts), 10 homeworks graded for correctness (10x6 pts). There are EC opportunities when submitting test corrections (25% of points missed), and there was one extra problem (3 pts) on one of the assessments. To get an A, your overall number of points must be 90% on these graded works. You cannot not finish your test on time, you cannot skip homework, you cannot retake tests or quizzes. If you don't show your work on a homework problem that's graded for correctness, you lose a point.

My child is working hard in this class, preparing for every test and doing their homework every day except on test/quiz days (40-45minutes). Their average is 99% and they are proud of what they are accomplishing.

If this grading scheme is replaced by anything that doesn't count every homework, test, quiz, or other assessment, then this would teach my child a valuable lesson: don't ever trust anything anybody who uses the word "equity" says.

In this sense, it would have a positive impact: for the hardworking students of today are tomorrow's voters.

WTF? That’s so illogical.

p.s. your kid’s grade is basically only based on quizzes/tests already given the weighting.

Let's do the math. There are 300+100+60+12+28+60 = 560 points given. Of these, 28+60 = 88 are for homework, which is 15.7%. On a standard scale, that's 1.5 letter grades.
For instance, a child who would blow off their homework couldn't get higher than a B (84.3%).

So children have choices: hardworking children can do their homework and they get rewarded with an A or B grade if they also do well on tests/quizzes. Equity-focused children perhaps don't do their homework and their grade is capped at B/C. It's a just and proven system. Let's keep it.

That teacher needs to have a discussion with admin. FCPS policy is that homework cannot be more than 10% of the grade. "Homework for practice or preparation for instruction may account for no more than 10 percent of a quarter grade."

https://www.fcps.edu/academics/grading-and-reporting/secondary/homework-and-makeup-work

Those kids are getting an effort boost without actually demonstrating independent knowledge.

Thats just so far in this quarter. There is a lot of time left where this may not be an issue.

This quarter has only been 7 days. It started November 8. With block schedule that's only 3 or 4 classes. Unless you mean a rolling gradebook in which case the percentage was pretty clearly off for Q1 since only a couple grades could have been entered for Q2.

Let's just say this may not be in FCPS, but a typical and traditional VA school system. I just provided this to set a time frame of how many hw/quizzes/tests/assessments there were in a given time frame.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So now you are calling people that don't like SBG "racists." Of course, that's one way to scare people and get them to shut up. Here is the student rep giving a speech about the impact of SBG on students earlier this fall.

https://twitter.com/FFXParentsAssoc/status/1697425072489734469

It is the middle and lower income kids who really suffer when they are put at a disadvantage in college admissions. I’d really like to see the impact on GPAs for kids at every level (not just those who were struggling, but also kids in honors and AP classes.). If those haven’t changed, I would be more supportive. But I have yet to see those released to parents and until I do, I’m going to assume SBG is performing as intended, with lower GPAs for top students and higher GPAs for struggling students.

Yes, FCPS needs to show the data, I would also support a model that helps struggling kids, but not if it artificially brings down grades for high performing students.

SBG doesn’t “artificially bring down grades for high performing kids”. ??

It demotivates kids and it does bring down grades for all if you aren't good at summatives. This program is the exact opposite of what FCPS's goals are. That's what's so weird about it. They make these 21st century goals and then say their grades only count SOL and AP criteria through high stakes testing for the kids.

[Anonymous]

ehh... my kid doesn't care THAT much about grades. Of course we want him to do his best, but we aren't getting our panties in a bunch just because they tweak the grading system a little one way or the other.

Apparently the grading system isn't "demotivating" him or others too much. My kid scored a perfect score on the PSAT math and did pretty well on the Reading/Writing section. And if you saw the other thread, apparently, 40% of kids have a 4.0! I doubt that the grading policy is demotivating kids so much that they aren't learning what they need to learn. AP exams and SAT scores are objective measures of kids learning material or not.

Just learn. Do your best. Live life and carry on.

[Anonymous]

My kid doesn't care either, but is learning less than if there was a traditional grading system in place. I am spending a lot on tutoring. The math tutor says you have to do the work in order to learn. Many parents have told me that the quality of the time spent in the classroom has eroded since SBG. Kids talk or are on their phones. I would say my kid is enjoying the lower expectations, but DC is social. Prepared for college? Well, colleges aren't doing anything like this.

[Anonymous]

Anonymous wrote:ehh... my kid doesn't care THAT much about grades. Of course we want him to do his best, but we aren't getting our panties in a bunch just because they tweak the grading system a little one way or the other.

Apparently the grading system isn't "demotivating" him or others too much. My kid scored a perfect score on the PSAT math and did pretty well on the Reading/Writing section. And if you saw the other thread, apparently, 40% of kids have a 4.0! I doubt that the grading policy is demotivating kids so much that they aren't learning what they need to learn. AP exams and SAT scores are objective measures of kids learning material or not.

Just learn. Do your best. Live life and carry on.

That wasn't Madison with the 40 percent. Over 50 percent of Madison goes to Nova. No way 40 percent have over 4.0

[Anonymous]

Anonymous wrote:

Anonymous wrote:ehh... my kid doesn't care THAT much about grades. Of course we want him to do his best, but we aren't getting our panties in a bunch just because they tweak the grading system a little one way or the other.

Apparently the grading system isn't "demotivating" him or others too much. My kid scored a perfect score on the PSAT math and did pretty well on the Reading/Writing section. And if you saw the other thread, apparently, 40% of kids have a 4.0! I doubt that the grading policy is demotivating kids so much that they aren't learning what they need to learn. AP exams and SAT scores are objective measures of kids learning material or not.

Just learn. Do your best. Live life and carry on.

That wasn't Madison with the 40 percent. Over 50 percent of Madison goes to Nova. No way 40 percent have over 4.0

That is definitely wrong about 50% going to NoVa.
My kid went to Oakton just a mile away, similar population, and the 40% 4.0 sounds about right--went to that senior award ceremony last year and they ALL got medals for graduation. It might have even been higher than 40%.

[Anonymous]

Anonymous wrote:ehh... my kid doesn't care THAT much about grades. Of course we want him to do his best, but we aren't getting our panties in a bunch just because they tweak the grading system a little one way or the other.

Apparently the grading system isn't "demotivating" him or others too much. My kid scored a perfect score on the PSAT math and did pretty well on the Reading/Writing section. And if you saw the other thread, apparently, 40% of kids have a 4.0! I doubt that the grading policy is demotivating kids so much that they aren't learning what they need to learn. AP exams and SAT scores are objective measures of kids learning material or not.

Just learn. Do your best. Live life and carry on.

That's wonderful we don't have to worry about your child with a perfect psat score for whatever grading is decided going forward. A huge relief.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm looking at my child SiS for Geometry Honors. Just in the 2nd quarter (which started mid October so the last 6-7 weeks), as of today, I see 3 tests (100 points each), 2 quizzes (50 points each), 2 "common assessments" (30 points each), one quizizz (12 points), 7 homeworks graded for completion (7x4 pts), 10 homeworks graded for correctness (10x6 pts). There are EC opportunities when submitting test corrections (25% of points missed), and there was one extra problem (3 pts) on one of the assessments. To get an A, your overall number of points must be 90% on these graded works. You cannot not finish your test on time, you cannot skip homework, you cannot retake tests or quizzes. If you don't show your work on a homework problem that's graded for correctness, you lose a point.

My child is working hard in this class, preparing for every test and doing their homework every day except on test/quiz days (40-45minutes). Their average is 99% and they are proud of what they are accomplishing.

If this grading scheme is replaced by anything that doesn't count every homework, test, quiz, or other assessment, then this would teach my child a valuable lesson: don't ever trust anything anybody who uses the word "equity" says.

In this sense, it would have a positive impact: for the hardworking students of today are tomorrow's voters.

WTF? That’s so illogical.

p.s. your kid’s grade is basically only based on quizzes/tests already given the weighting.

At a SBG school, those quizzes don’t count.

- parent of kids at a FCPS SBG school

My kid at Madison has had zero things count for a grade in nearly every class since the quarter began. ZERO. I hope others are beginning to understand the stress we are placing on students when there are so few opportunities for grades. It is much more similar to college, but I think this is unnecessary for high school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:ehh... my kid doesn't care THAT much about grades. Of course we want him to do his best, but we aren't getting our panties in a bunch just because they tweak the grading system a little one way or the other.

Apparently the grading system isn't "demotivating" him or others too much. My kid scored a perfect score on the PSAT math and did pretty well on the Reading/Writing section. And if you saw the other thread, apparently, 40% of kids have a 4.0! I doubt that the grading policy is demotivating kids so much that they aren't learning what they need to learn. AP exams and SAT scores are objective measures of kids learning material or not.

Just learn. Do your best. Live life and carry on.

That's wonderful we don't have to worry about your child with a perfect psat score for whatever grading is decided going forward. A huge relief.

Kids CAN learn with whatever grading policy is used. I know some of you like to think the grading policy is THE most important piece of educating kids. I just don't think it is. And apparently a lot of kids are doing quite well by objective measures (even if a few kids/parents don't think the quality of classroom discussion is up to par or that their kids feel "demotivated" by the system). Adapt, people.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So now you are calling people that don't like SBG "racists." Of course, that's one way to scare people and get them to shut up. Here is the student rep giving a speech about the impact of SBG on students earlier this fall.

https://twitter.com/FFXParentsAssoc/status/1697425072489734469

It is the middle and lower income kids who really suffer when they are put at a disadvantage in college admissions. I’d really like to see the impact on GPAs for kids at every level (not just those who were struggling, but also kids in honors and AP classes.). If those haven’t changed, I would be more supportive. But I have yet to see those released to parents and until I do, I’m going to assume SBG is performing as intended, with lower GPAs for top students and higher GPAs for struggling students.

Yes, FCPS needs to show the data, I would also support a model that helps struggling kids, but not if it artificially brings down grades for high performing students.

SBG doesn’t “artificially bring down grades for high performing kids”. ??

It demotivates kids and it does bring down grades for all if you aren't good at summatives. This program is the exact opposite of what FCPS's goals are. That's what's so weird about it. They make these 21st century goals and then say their grades only count SOL and AP criteria through high stakes testing for the kids.

That shouldn't be an issue for the high-performing kids.

It seems like it might be more of an issue for kids who aren't performing well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm looking at my child SiS for Geometry Honors. Just in the 2nd quarter (which started mid October so the last 6-7 weeks), as of today, I see 3 tests (100 points each), 2 quizzes (50 points each), 2 "common assessments" (30 points each), one quizizz (12 points), 7 homeworks graded for completion (7x4 pts), 10 homeworks graded for correctness (10x6 pts). There are EC opportunities when submitting test corrections (25% of points missed), and there was one extra problem (3 pts) on one of the assessments. To get an A, your overall number of points must be 90% on these graded works. You cannot not finish your test on time, you cannot skip homework, you cannot retake tests or quizzes. If you don't show your work on a homework problem that's graded for correctness, you lose a point.

My child is working hard in this class, preparing for every test and doing their homework every day except on test/quiz days (40-45minutes). Their average is 99% and they are proud of what they are accomplishing.

If this grading scheme is replaced by anything that doesn't count every homework, test, quiz, or other assessment, then this would teach my child a valuable lesson: don't ever trust anything anybody who uses the word "equity" says.

In this sense, it would have a positive impact: for the hardworking students of today are tomorrow's voters.

WTF? That’s so illogical.

p.s. your kid’s grade is basically only based on quizzes/tests already given the weighting.

At a SBG school, those quizzes don’t count.

- parent of kids at a FCPS SBG school

My kid at Madison has had zero things count for a grade in nearly every class since the quarter began. ZERO. I hope others are beginning to understand the stress we are placing on students when there are so few opportunities for grades. It is much more similar to college, but I think this is unnecessary for high school.

I agree with you about the stress it places on students, but I don’t think this is like college at all and neither does my college kid. In most classes, I had 4 exams a semester, one every four weeks. Some classes also had quizzes that would count or a presentation. In some classes the lab was part of the class and would count 25%. There are pluses and minuses. I was never confused by the grade. All of this was on the syllabus so I knew exactly what was going to count as a grade. My college kid got a 98 on a test, not a 4. I understand that college DC reached a high level of mastery and really understands the material. I don’t feel like my Madison kids’ grades make sense to me or them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So now you are calling people that don't like SBG "racists." Of course, that's one way to scare people and get them to shut up. Here is the student rep giving a speech about the impact of SBG on students earlier this fall.

https://twitter.com/FFXParentsAssoc/status/1697425072489734469

It is the middle and lower income kids who really suffer when they are put at a disadvantage in college admissions. I’d really like to see the impact on GPAs for kids at every level (not just those who were struggling, but also kids in honors and AP classes.). If those haven’t changed, I would be more supportive. But I have yet to see those released to parents and until I do, I’m going to assume SBG is performing as intended, with lower GPAs for top students and higher GPAs for struggling students.

Yes, FCPS needs to show the data, I would also support a model that helps struggling kids, but not if it artificially brings down grades for high performing students.

SBG doesn’t “artificially bring down grades for high performing kids”. ??

It demotivates kids and it does bring down grades for all if you aren't good at summatives. This program is the exact opposite of what FCPS's goals are. That's what's so weird about it. They make these 21st century goals and then say their grades only count SOL and AP criteria through high stakes testing for the kids.

That shouldn't be an issue for the high-performing kids.

It seems like it might be more of an issue for kids who aren't performing well.

Interesting - the high performing kids are the kids it hurts the most. To be competitive globally, an education system should be about motivating these high performing kids to do their best. I encourage you to talk to some of them - I have. They said it leads kids to slack off and to calculate the bare minimum they have to do to get an A.