More skills based grading at madison hs

[Anonymous]

Anonymous wrote:

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.

But then why are we doing it? Adapt... but why?

[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.

The people that support this are the same people that used to say kids futures shouldn't be defined by a test like the SAT. So now, we are test optional for college admissions, and school is test only for GPA.

[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.

This is why it’s BS when a responder keeps claiming SBG doesn’t bring down the top kids. Yes, it does. It’s like comparing kids with retakes to kids who get no retakes. Massive difference between them.

[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.

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.

This is why it’s BS when a responder keeps claiming SBG doesn’t bring down the top kids. Yes, it does. It’s like comparing kids with retakes to kids who get no retakes. Massive difference between them.

How does that “bring down” the top kids? If anything, it’ll create more of a divide if the kids stop doing homework.

[Anonymous]

Anonymous wrote:

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.

Those don’t sound like the high-performing kids if they can’t keep up with the materials.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

But then why are we doing it? Adapt... but why?

Because she needs you too. She’s stated multiple times she doesn’t care but obviously has an agenda. I’ve always felt this system was being adopted because it was good for administrators in some way, otherwise, just why? It makes no sense, unless the point is to make it look like Madison is addressing equity. It’s an easy way for administrators to check a box. A teacher in another thread said it was easier for administrators to mandate training for teachers than actually address a problem. Maybe someone means well in all this nonsense, at least, I hope so.

This experiment shouldn’t even be allowed. There should be one consistent, evidence-based grading policy across FCPS. The FCPS student rep is right.

[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.

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.

This is why it’s BS when a responder keeps claiming SBG doesn’t bring down the top kids. Yes, it does. It’s like comparing kids with retakes to kids who get no retakes. Massive difference between them.

Hmmm...ok then...you are mostly worried about your kid being able to get ahead of other kids. Who can understand that equation faster?, right! Gotta get the prize. Make sure everyone knows who is better than who.

Don't worry, PP...there will still be opportunities to compete and out-do others. Life is full of competition.

[Anonymous]

I don’t know why we keep responding to this troll.

[Anonymous]

It’s entropy. Some individuals work to tear down everything that takes energy to maintain. It’s easy. This is what’s going on right now in our society. Grades don’t matter. Why do you care about being the best? Strivers are bad. Attendance doesn’t matter. Homework doesn’t count. Failure doesn’t matter and it’s not your fault anyway, so we will give you as many attempts as it will take.

[Anonymous]

Anonymous wrote:

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.

Or not. Don't fix something if it aint broke. I don't like the new grading system. Very little if anything of benefit and a lot wrong with it. You've said nothing beneficial other than come on guys, why are you making my new proposal so tough to implement? There are no benefits and you admit your straight A kid isn't affected so why even post if you have no agenda? You have some agenda beyond your kid. That's certain. People care about other stuff. It's just that this is the change that is going on so we're having a discussion on it. That's the topic here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

Or not. Don't fix something if it aint broke. I don't like the new grading system. Very little if anything of benefit and a lot wrong with it. You've said nothing beneficial other than come on guys, why are you making my new proposal so tough to implement? There are no benefits and you admit your straight A kid isn't affected so why even post if you have no agenda? You have some agenda beyond your kid. That's certain. People care about other stuff. It's just that this is the change that is going on so we're having a discussion on it. That's the topic here.

My "agenda" is observing overly dramatic parents making mountains out of molehills, and encouraging parents to step back and get some perspective. Grading policy tweaks are not the be-all-and-end-all of education. Kids ARE learning. Somehow! Take a breather and let it go. Your kid will be alright even if they don't get a special award for doing it faster than someone else. Namasté!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

Or not. Don't fix something if it aint broke. I don't like the new grading system. Very little if anything of benefit and a lot wrong with it. You've said nothing beneficial other than come on guys, why are you making my new proposal so tough to implement? There are no benefits and you admit your straight A kid isn't affected so why even post if you have no agenda? You have some agenda beyond your kid. That's certain. People care about other stuff. It's just that this is the change that is going on so we're having a discussion on it. That's the topic here.

My "agenda" is observing overly dramatic parents making mountains out of molehills, and encouraging parents to step back and get some perspective. Grading policy tweaks are not the be-all-and-end-all of education. Kids ARE learning. Somehow! Take a breather and let it go. Your kid will be alright even if they don't get a special award for doing it faster than someone else. Namasté!

I think you are one of these types of people that think an online forum is the real world. Take a step back yourself. It's an anonymous online discussion with a topic you can participate in or not. If it doesn't affect you then why do you care? It affects others a lot. People protest about lots of things. This is worth protesting about for the families it affects. You just aren't one of them. Sounds to me like we are winning a bit actually. Good.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

Or not. Don't fix something if it aint broke. I don't like the new grading system. Very little if anything of benefit and a lot wrong with it. You've said nothing beneficial other than come on guys, why are you making my new proposal so tough to implement? There are no benefits and you admit your straight A kid isn't affected so why even post if you have no agenda? You have some agenda beyond your kid. That's certain. People care about other stuff. It's just that this is the change that is going on so we're having a discussion on it. That's the topic here.

My "agenda" is observing overly dramatic parents making mountains out of molehills, and encouraging parents to step back and get some perspective. Grading policy tweaks are not the be-all-and-end-all of education. Kids ARE learning. Somehow! Take a breather and let it go. Your kid will be alright even if they don't get a special award for doing it faster than someone else. Namasté!

Tweaks?

[Anonymous]

Kids ARE learning. Somehow!

Yes tell me about it. I paid $600 this month to a tutor for one subject.

[Anonymous]

The tutor said this grading system was not a good idea.