Hooray for the Wakefield teachers. It's time for APS to stop racing to the bottom. I'm a liberal who is all for most DEI initiatives but the policies they're choosing hurt everyone. What an insult to low-income or ESL families to lower standards in their names.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am moving my son from Catholic school back to public for more flexible grading polices and extended homework time at APS. It is difficult for him currently complete homework and study some nights due to getting out from school extended day at 5 or 6 PM and then sports practices some evenings. (Yes, we think 11-year-olds should be allowed to play sports on several school weeknights nights after sitting indoors for most of the day, 8-6).

Catholic and private schools have rigid grading polices, points lost for late homework and NO test make-up or retake polices. One poor test grade and a missing homework assignment or 2 can bring a good student down to a "D" grade! And teachers do not care about outside commitments therefore will not give parents homework in advance for weekends.

I think a reasonable approach of a few extra days to turn in assignments or occasional test retakes to help boost a grade (but not totally wipe it out) is a good compromise.

Can you share what Catholic school this is?

St Thomas More, though I'm told all of the Arlington Diocese schools have similar polices. But, if your kid is a teacher's pet then the teacher will work with you the parent to give your kid more time.

And, off the topic, grading at privates and Catholic schools (like ours) can be subjective at times (e.g. a "C" on a presentation or paper while other classmates get "A" or "B" for turning in similar work). We have not experienced inequities in grading at APS.

I'll confirm that St. Agnes has similar policies. It's a huge reason why we're so happy with the school. But it's right for our family and I get that the PP is right to leave if it's not a good fit.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am moving my son from Catholic school back to public for more flexible grading polices and extended homework time at APS. It is difficult for him currently complete homework and study some nights due to getting out from school extended day at 5 or 6 PM and then sports practices some evenings. (Yes, we think 11-year-olds should be allowed to play sports on several school weeknights nights after sitting indoors for most of the day, 8-6).

Catholic and private schools have rigid grading polices, points lost for late homework and NO test make-up or retake polices. One poor test grade and a missing homework assignment or 2 can bring a good student down to a "D" grade! And teachers do not care about outside commitments therefore will not give parents homework in advance for weekends.

I think a reasonable approach of a few extra days to turn in assignments or occasional test retakes to help boost a grade (but not totally wipe it out) is a good compromise.

Agree that "no excuses" rigid policies are not good for lots of kids. And it's unfair to hold kids to account for things they have no control over. Those are things grading for equity gets right. Alot of the implementation gets it really wrong. Appreciate the teachers speaking out about it.

+1 Some flexibility is good but no deadlines at all and many retakes don't help kids learn what they need. Soft skills matter in life. When my DS was in MS, their school had a multiple-retakes policy for tests. By the time DD got to the same grade, the policy was removed. The teacher said the students basically didn't study for the first test just to see how they did, planning to study if they had to for the retake (which many did). So she was practically doubling her grading time so they could figure out how much to slack off. No way.

DD has a 504 for her ADHD and when we discussed extended time for assignments in HS, she recognized that unlimited time would do her no favors since she would likely let work pile up without that accountability. Instead, it was written as extended time - based on discussion with her teacher. This was helpful because she had to learn to speak up, discuss her particular problem with the teacher, and negotiate the deadline. All good life skills. I realize this isn't really feasible for a HS teacher to do with 100+ students so I don't know what the answer is. But we all know that when there is no deadline or an extended deadline, most kids will work to the latest date they are given.

Great self-advocating! And a good example of why these policies actually hurt some kids that it claims to help.

Anonymous wrote:I am moving my son from Catholic school back to public for more flexible grading polices and extended homework time at APS. It is difficult for him currently complete homework and study some nights due to getting out from school extended day at 5 or 6 PM and then sports practices some evenings. (Yes, we think 11-year-olds should be allowed to play sports on several school weeknights nights after sitting indoors for most of the day, 8-6).

Catholic and private schools have rigid grading polices, points lost for late homework and NO test make-up or retake polices. One poor test grade and a missing homework assignment or 2 can bring a good student down to a "D" grade! And teachers do not care about outside commitments therefore will not give parents homework in advance for weekends.

I think a reasonable approach of a few extra days to turn in assignments or occasional test retakes to help boost a grade (but not totally wipe it out) is a good compromise.

If your son can't finish homework at night because of sports, you are over-scheduling. You also clearly don't value education as much you should be. If your kids need more time to focus on academics, you should find time by eliminating some sports.

I love how this "equity" thing is benefiting entitled and advantaged rich kids (by inflating his grades while he does no homework).

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am moving my son from Catholic school back to public for more flexible grading polices and extended homework time at APS. It is difficult for him currently complete homework and study some nights due to getting out from school extended day at 5 or 6 PM and then sports practices some evenings. (Yes, we think 11-year-olds should be allowed to play sports on several school weeknights nights after sitting indoors for most of the day, 8-6).

Catholic and private schools have rigid grading polices, points lost for late homework and NO test make-up or retake polices. One poor test grade and a missing homework assignment or 2 can bring a good student down to a "D" grade! And teachers do not care about outside commitments therefore will not give parents homework in advance for weekends.

I think a reasonable approach of a few extra days to turn in assignments or occasional test retakes to help boost a grade (but not totally wipe it out) is a good compromise.

Agree that "no excuses" rigid policies are not good for lots of kids. And it's unfair to hold kids to account for things they have no control over. Those are things grading for equity gets right. Alot of the implementation gets it really wrong. Appreciate the teachers speaking out about it.

+1 Some flexibility is good but no deadlines at all and many retakes don't help kids learn what they need. Soft skills matter in life. When my DS was in MS, their school had a multiple-retakes policy for tests. By the time DD got to the same grade, the policy was removed. The teacher said the students basically didn't study for the first test just to see how they did, planning to study if they had to for the retake (which many did). So she was practically doubling her grading time so they could figure out how much to slack off. No way.

DD has a 504 for her ADHD and when we discussed extended time for assignments in HS, she recognized that unlimited time would do her no favors since she would likely let work pile up without that accountability. Instead, it was written as extended time - based on discussion with her teacher. This was helpful because she had to learn to speak up, discuss her particular problem with the teacher, and negotiate the deadline. All good life skills. I realize this isn't really feasible for a HS teacher to do with 100+ students so I don't know what the answer is. But we all know that when there is no deadline or an extended deadline, most kids will work to the latest date they are given.

Great self-advocating! And a good example of why these policies actually hurt some kids that it claims to help.

Anonymous wrote:So what is the status of grading for equity? Is it being discussed, has it been approved? Where in the 'process' (sausage making?) is this proposal?

It’s in the works and a priority of the APS Office of Diversity Equity Inclusion. But school systems are customizing and still trying to figure out what aspects of this equity approach should become policy. Just read the long thread on Madison HS and the new grading challenges in the FCPS forum.

Wakefield teacher pushback slowed the rollout within APS for now, it appears. Also APS Hispanic parents have pushed back against the descriptive assessments of subject mastery and prefer the old letter grades.

We should look at this new standards based approach with an open mind because it’s not all figured out yet. I just hope APS addresses the issue of motivation and participation since homework and class participation are de-emphasized under the new approach. Some if not most students need structure.

Anonymous wrote:

Anonymous wrote:I am moving my son from Catholic school back to public for more flexible grading polices and extended homework time at APS. It is difficult for him currently complete homework and study some nights due to getting out from school extended day at 5 or 6 PM and then sports practices some evenings. (Yes, we think 11-year-olds should be allowed to play sports on several school weeknights nights after sitting indoors for most of the day, 8-6).

Catholic and private schools have rigid grading polices, points lost for late homework and NO test make-up or retake polices. One poor test grade and a missing homework assignment or 2 can bring a good student down to a "D" grade! And teachers do not care about outside commitments therefore will not give parents homework in advance for weekends.

I think a reasonable approach of a few extra days to turn in assignments or occasional test retakes to help boost a grade (but not totally wipe it out) is a good compromise.

Can you share what Catholic school this is?

St Thomas More, though I'm told all of the Arlington Diocese schools have similar polices. But, if your kid is a teacher's pet then the teacher will work with you the parent to give your kid more time.

And, off the topic, grading at privates and Catholic schools (like ours) can be subjective at times (e.g. a "C" on a presentation or paper while other classmates get "A" or "B" for turning in similar work). We have not experienced inequities in grading at APS.

Anonymous wrote:

Anonymous wrote:I am moving my son from Catholic school back to public for more flexible grading polices and extended homework time at APS. It is difficult for him currently complete homework and study some nights due to getting out from school extended day at 5 or 6 PM and then sports practices some evenings. (Yes, we think 11-year-olds should be allowed to play sports on several school weeknights nights after sitting indoors for most of the day, 8-6).

Catholic and private schools have rigid grading polices, points lost for late homework and NO test make-up or retake polices. One poor test grade and a missing homework assignment or 2 can bring a good student down to a "D" grade! And teachers do not care about outside commitments therefore will not give parents homework in advance for weekends.

I think a reasonable approach of a few extra days to turn in assignments or occasional test retakes to help boost a grade (but not totally wipe it out) is a good compromise.

Agree that "no excuses" rigid policies are not good for lots of kids. And it's unfair to hold kids to account for things they have no control over. Those are things grading for equity gets right. Alot of the implementation gets it really wrong. Appreciate the teachers speaking out about it.

+1 Some flexibility is good but no deadlines at all and many retakes don't help kids learn what they need. Soft skills matter in life. When my DS was in MS, their school had a multiple-retakes policy for tests. By the time DD got to the same grade, the policy was removed. The teacher said the students basically didn't study for the first test just to see how they did, planning to study if they had to for the retake (which many did). So she was practically doubling her grading time so they could figure out how much to slack off. No way.

DD has a 504 for her ADHD and when we discussed extended time for assignments in HS, she recognized that unlimited time would do her no favors since she would likely let work pile up without that accountability. Instead, it was written as extended time - based on discussion with her teacher. This was helpful because she had to learn to speak up, discuss her particular problem with the teacher, and negotiate the deadline. All good life skills. I realize this isn't really feasible for a HS teacher to do with 100+ students so I don't know what the answer is. But we all know that when there is no deadline or an extended deadline, most kids will work to the latest date they are given.

So what is the status of grading for equity? Is it being discussed, has it been approved? Where in the 'process' (sausage making?) is this proposal?

Anonymous wrote:I am moving my son from Catholic school back to public for more flexible grading polices and extended homework time at APS. It is difficult for him currently complete homework and study some nights due to getting out from school extended day at 5 or 6 PM and then sports practices some evenings. (Yes, we think 11-year-olds should be allowed to play sports on several school weeknights nights after sitting indoors for most of the day, 8-6).

Catholic and private schools have rigid grading polices, points lost for late homework and NO test make-up or retake polices. One poor test grade and a missing homework assignment or 2 can bring a good student down to a "D" grade! And teachers do not care about outside commitments therefore will not give parents homework in advance for weekends.

I think a reasonable approach of a few extra days to turn in assignments or occasional test retakes to help boost a grade (but not totally wipe it out) is a good compromise.

Can you share what Catholic school this is?

Anonymous wrote:I am moving my son from Catholic school back to public for more flexible grading polices and extended homework time at APS. It is difficult for him currently complete homework and study some nights due to getting out from school extended day at 5 or 6 PM and then sports practices some evenings. (Yes, we think 11-year-olds should be allowed to play sports on several school weeknights nights after sitting indoors for most of the day, 8-6).

Catholic and private schools have rigid grading polices, points lost for late homework and NO test make-up or retake polices. One poor test grade and a missing homework assignment or 2 can bring a good student down to a "D" grade! And teachers do not care about outside commitments therefore will not give parents homework in advance for weekends.

I think a reasonable approach of a few extra days to turn in assignments or occasional test retakes to help boost a grade (but not totally wipe it out) is a good compromise.

Agree that "no excuses" rigid policies are not good for lots of kids. And it's unfair to hold kids to account for things they have no control over. Those are things grading for equity gets right. Alot of the implementation gets it really wrong. Appreciate the teachers speaking out about it.

I am moving my son from Catholic school back to public for more flexible grading polices and extended homework time at APS. It is difficult for him currently complete homework and study some nights due to getting out from school extended day at 5 or 6 PM and then sports practices some evenings. (Yes, we think 11-year-olds should be allowed to play sports on several school weeknights nights after sitting indoors for most of the day, 8-6).

Catholic and private schools have rigid grading polices, points lost for late homework and NO test make-up or retake polices. One poor test grade and a missing homework assignment or 2 can bring a good student down to a "D" grade! And teachers do not care about outside commitments therefore will not give parents homework in advance for weekends.

I think a reasonable approach of a few extra days to turn in assignments or occasional test retakes to help boost a grade (but not totally wipe it out) is a good compromise.

I wonder about further stratification within the nation’s public schools, where homogeneous and wealthy systems like Scarsdale Ny or Winnetka Il stick with the old system of assessments and only school systems with socioeconomically diverse populations adopt the new standards based system, or variations on that approach.

This is an excellent letter and the Wakefield teachers are absolutely right.

Starting a new thread so people can be aware of the grading for equity coming to APS. Here's what teachers at Wakefield High School had to say about it last year:

Teachers from Wakefield High School sent a letter to the Arlington County Superintendent that said the proposal is anything but equitable and would impact the neediest of students as they prepare for the future.

Dear Arlington School Board members and Dr. Duran:

As educators with decades of experience in APS, we are extremely concerned with several changes proposed in the new grading and homework policy. We believe that these changes will impact student learning and socio-emotional development and growth in a negative way. The changes, if implemented, will also result in the decline of high expectations and rigor in the classroom across all APS high schools. We agree that homework, summer assignments, summative as well as formative assessments need to be meaningful, engaging, and be clearly communicated/explained to students and their families; however, if proposed changes are implemented, the accountability “piece” of the learning process will exist in theory only.

In addition to learning how to construct an effective argument in writing, solve math equations, or properly conduct science experiments, as students matriculate through high school, they also learn how to develop organizational, time and stress management skills and grow as responsible, civically engaged, and considerate young adults. To achieve these ends, students should be held accountable for completing their work in a timely manner and meeting deadlines that were reasonably established by their teachers. We pride ourselves on providing useful constructive criticism for our students, analyzing and reflecting on major content and skill-based assignments and providing them with exemplary work from their classmates. We do not see how this practice can continue if the “timeliness of the completion” is not considered in the submission and grading process. Of course, practical/pragmatic elements come into play here as well:

1.If deadlines are removed (or, perhaps more accurately, able to be extended throughout the marking period/semester/school year), the potential certainly exists for a nightmare evaluating scenario for teachers, as submissions are delayed to suit students’ needs (and whims). This process will be compounded if, as stipulated in this proposal, such “remediations” can only be catalyzed via a “formal” two-way exchange between teacher and student.

2.More often than not, content and concepts lead to new content and concepts -- in other words, the material we access in one week organically fosters the material we will access the following week. If students are able to manufacture their own sequence of submissions, it seems logical that doing so would hamper “mastery” moving forward.

We agree with the idea that formative assessments must not count as much as summative assessments. However, we completely disagree with the proposal that none of the formative work should be counted towards a student’s achievement/ grade. It is very likely that students who do not complete or do a poor job with formative assessments will not do well on summative assessments either. So, again, that accountability element should remain to encourage students to stay focused and participate in the learning process consistently. Furthermore, students who exhibit reduced motivation to complete/submit formative work seem hardly likely to increase said motivation with the removal of grades; in fact, students often are able to augment less-than-exemplary scores on summative assessments with successful completion of formative work. Anecdotally, the Spring 2020 virtual learning experiment during the pandemic taught most of us that students do not, will not, complete work if it’s not for a grade.

Moreover, students come to school with various levels of motivation, abilities, background knowledge and work ethic. We, as professionals, need to be aware of these differences and work to facilitate learning and academic growth in each and every one of our students. When deadlines are clearly communicated with students, we expect them to honor those deadlines, and, if they are unable to do so, we expect them to communicate that with us in a timely fashion, so that necessary adjustments can be made based on individual circumstances. However, what message do these proposed policies send to students if they do not complete their work in a timely manner and still get 50% for their missing work? What message do these policies send to a student who met deadlines and received a lower grade than a student who ignored the deadline entirely?

How do we reconcile these policy changes with our efforts to prepare students for the challenges of their post-secondary school lives--challenges which certainly involve deadlines as well as successful completion of assigned tasks? In reality, students use very little of the factual information that they acquire in high school in their daily lives. However, the habits of mind (acquiring and synthesizing information) and work habits (timely attendance, work completion, positive participation in group activities) make for successful careers.

Finally, given the emphasis on equity in today’s education systems, we believe that some of the proposed changes will actually have a detrimental impact towards achieving this goal. Families that have means could still provide challenging and engaging academic experiences for their children and will continue to do so, especially if their child(ren) are not experiencing expected rigor in the classroom. More specifically, those families can afford to hire tutors and sign-up their child(ren) to attend enrichment activities and camps in hopes of preparing them for the college application/admission process. Students who come from families which are not as “savvy” or “aware,” will be subject to further disadvantage because they will not be held accountable for not completing their homework assignments and/or formative assessments according to the deadlines set by their teachers: such results are anything but equitable--conversely, they offer our most needy students reduced probability of preparing for and realizing post-secondary opportunities.

If the discussed changes are implemented, instead of holding students to high academic and personal standards, we are providing them with a variety of excuses and/or enabling them to “game the system,” prompting them to expect the least of themselves in terms of effort, results, and responsibility. At Wakefield, in particular, we believe these proposed changes fly directly in the face of the very pillars upon which our Mission Statement sits.

Sincerely,

[Wakefield High School Teachers]

link: https://wjla.com/news/crisis-in-the-classroom...e-homework-penalties