APS standards grading

[Anonymous]

Anonymous wrote:

Anonymous wrote:So for early quarters the highest they can get is a 2? So there are 2 grades then: A or F. No gradient at all in the performance until the end of year. Why did we drop letter grades. Everyone is familiar with that.

This, seems like it is pass/fail all the way until the end…if ever child is assigned a 2 for Q1, why even bother giving a grade ? Did any kids gets 1s?

My kid's teacher sent a note to the parents saying that we may notice that students have received more 1s and 2s, reflecting their learning progress for standards that will not be fully taught until the end of the year. So I guess the expectation is 1s and 2s? Some benchmarks would be helpful so that we're not guessing.

[Anonymous]

Anonymous wrote:

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.

Why are you contacting the principal? Do you think they actually have any say in SBG? Contact Admin or speak in front of the school board during public comments.

[Anonymous]

Anonymous wrote:Who can we give feedback to about this? This system is totally useless. Things should not be measured to end of year goals. They should be measured towards the quarterly goals.

I would love to know the right person/people to provide feedback to if anyone knows.

Your best bet is public comment during a school board meeting.

[Anonymous]

From the website:
“ If you have additional questions, please speak with your child’s teacher or contact Sarah Putnam, Executive Director of Curriculum and Instruction at [e-mail]”

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So for early quarters the highest they can get is a 2? So there are 2 grades then: A or F. No gradient at all in the performance until the end of year. Why did we drop letter grades. Everyone is familiar with that.

This, seems like it is pass/fail all the way until the end…if ever child is assigned a 2 for Q1, why even bother giving a grade ? Did any kids gets 1s?

My kid's teacher sent a note to the parents saying that we may notice that students have received more 1s and 2s, reflecting their learning progress for standards that will not be fully taught until the end of the year. So I guess the expectation is 1s and 2s? Some benchmarks would be helpful so that we're not guessing.

If my student had a 1 I would be setting up meetings with everyone from teachers to superintendent.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So for early quarters the highest they can get is a 2? So there are 2 grades then: A or F. No gradient at all in the performance until the end of year. Why did we drop letter grades. Everyone is familiar with that.

This, seems like it is pass/fail all the way until the end…if ever child is assigned a 2 for Q1, why even bother giving a grade ? Did any kids gets 1s?

My kid's teacher sent a note to the parents saying that we may notice that students have received more 1s and 2s, reflecting their learning progress for standards that will not be fully taught until the end of the year. So I guess the expectation is 1s and 2s? Some benchmarks would be helpful so that we're not guessing.

If my student had a 1 I would be setting up meetings with everyone from teachers to superintendent.

What that is ridiculous. Why? First, 1 doesn't mean they are failing. It means the end of the year standard hasn't been fully taught yet. Two, would you do this if your kid got an F? Like if your kid actually failed a class you would set up a meeting with the superintendent? Why?

Anyway, I agree the standards are kind of weird. My kid is a competitive gymnast and got a 2 in performs directional movement in PE

[Anonymous]

Anonymous wrote:So kids are being graded in MP1 on what they are expected to gave learned by June and not by the expectation of what they were supposed to learn in MP1?

I don't think this is right. It is not motivating and not helpful for parents. Where can we give feedback about this? I think that MP1 grades should be assessed against MP1 goals. I don't think a teacher or principal is the right place...how can I communicate that I don't agree with this new grading. The school board?

[Anonymous]

Anonymous wrote:

Anonymous wrote:So kids are being graded in MP1 on what they are expected to gave learned by June and not by the expectation of what they were supposed to learn in MP1?

I don't think this is right. It is not motivating and not helpful for parents. Where can we give feedback about this? I think that MP1 grades should be assessed against MP1 goals. I don't think a teacher or principal is the right place...how can I communicate that I don't agree with this new grading. The school board?

It is an improvement over what they were doing last year, which was quarter based. That was completely indecipherable. I don't like this new system either, but it's an improvement of sorts.

[Anonymous]

SBG is terrible for math and writing, as what’s learned at the elementary level is essentially like building the foundation of a building. If it isn’t solid, things will crumble later.

Reading deficits are easier to see just by being a decent parent. Anyone can tell if their child can or cannot read. And if they are struggling, appropriate help can be found.

Not everyone has time to work on math and writing at home. (And kids shouldn’t have to put in hours of work at home when this should be taught during a long school day!) Math and writing build on what is taught each year. It isn’t always possible to catch up on deficits later. Not without falling behind anyway.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So for early quarters the highest they can get is a 2? So there are 2 grades then: A or F. No gradient at all in the performance until the end of year. Why did we drop letter grades. Everyone is familiar with that.

This, seems like it is pass/fail all the way until the end…if ever child is assigned a 2 for Q1, why even bother giving a grade ? Did any kids gets 1s?

My kid's teacher sent a note to the parents saying that we may notice that students have received more 1s and 2s, reflecting their learning progress for standards that will not be fully taught until the end of the year. So I guess the expectation is 1s and 2s? Some benchmarks would be helpful so that we're not guessing.

If my student had a 1 I would be setting up meetings with everyone from teachers to superintendent.

What that is ridiculous. Why? First, 1 doesn't mean they are failing. It means the end of the year standard hasn't been fully taught yet. Two, would you do this if your kid got an F? Like if your kid actually failed a class you would set up a meeting with the superintendent? Why?

Anyway, I agree the standards are kind of weird. My kid is a competitive gymnast and got a 2 in performs directional movement in PE

Yes, if MY kid had an F I shake all the chains.

[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.

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?

You do not need to worry how your student compares to other students. The goal for all students is mastery by the end of the school year, so it doesn't matter if your kid is further along than another child toward meeting that goal.

[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.

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?

You do not need to worry how your student compares to other students. The goal for all students is mastery by the end of the school year, so it doesn't matter if your kid is further along than another child toward meeting that goal.

It's not about comparing to other students, but to the expectation for the grade. A 1 or 2 does not have meaning without further context.

For example, if the teacher is going to spend more time on a standard, then it could be okay to have a 1 or 2 because the student is on track to hit a 3 by the end of the year. But if the content has been fully covered and your student is still at a 1 or 2 then they're behind and may struggle with subsequent content that builds as the year progresses. Parents aren't being told what a 1 or 2 means in the context of learning that is planned for the year.

[Anonymous]

Anonymous wrote:Who can we give feedback to about this? This system is totally useless. Things should not be measured to end of year goals. They should be measured towards the quarterly goals.

I would love to know the right person/people to provide feedback to if anyone knows.

Chief of Academics
Dr. Gerald R. Mann Jr.
703-228-6145
[e-mail]

Executive Director of Curriculum & Instruction
Sarah Putnam
703-228-2879
[e-mail]

Director of Curriculum & Instruction
Kerri Hirsch
703-228-2568
[e-mail]

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So kids are being graded in MP1 on what they are expected to gave learned by June and not by the expectation of what they were supposed to learn in MP1?

I don't think this is right. It is not motivating and not helpful for parents. Where can we give feedback about this? I think that MP1 grades should be assessed against MP1 goals. I don't think a teacher or principal is the right place...how can I communicate that I don't agree with this new grading. The school board?

It is an improvement over what they were doing last year, which was quarter based. That was completely indecipherable. I don't like this new system either, but it's an improvement of sorts.

I don’t understand how this is better. Can you please elaborate… what was indecipherable?

[Anonymous]

Anonymous wrote:

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.

You have to realize the changes since your kids were in elementary. Now we don't get papers sent home. Tests are on the iPad so we never see scores. (My student isn't allowed to bring her iPad home, even if I wanted to poke around and try to find scores.) For language arts, writing is done in a notebook that stays at school and CKLA and 95Phonics are done in workbooks that stay at school. Other work is submitted on the iPad. At most my student brings home a couple of worksheets for social studies or science, but even those are intermittent. Work isn't sent home like it used to be.

I still have a kid in elementary school. She gets lots of papers sent home including all her tests which are on paper and her writing notebooks which she brings home because sometimes she needs to finish work at home. Ask your teacher to see more of the work. That’s your right.

I've asked and teachers have declined. They especially don't send home math grades. Those tests are all online so we don't see them. I met with the language arts teacher at the fall conference so got to see some writing examples for the fall. The spring conference will be with the math teacher so I'll see some math grades in Feb/March, but won't get any more feedback on language arts outside of these stupid report cards.

#theAPSway

Not cool. Sorry that’s happening… you need to push back, and elevate if needed.