Anonymous wrote:

Anonymous wrote:*Remediation assignment is online.
*Retake is online
*Retakes can be taken during advisory period or after school, but if they have remediation during advisory they have to take it after school.

This is such BS! If this is your schools/team policy it should be every schools policy. It is completely all over the board as to what each school or even team is doing for retakes. Totaaly unfair to teachers AND to kids in different schools. The policy needs to go back to up to 80% at the very least.

Anonymous wrote:

Anonymous wrote:What happens when they go to college or get a job?

Some college professors, not all, allow rewrites and retakes. And most difficult college classes have curves. HS doesn't but should. Also at jobs you ask your boss for an extension if you're not ready on the date set to make sure you are ready. Never had a job where that couldn't happen. Now I supervise junior attorneys and grant extensions all the time, as do the Courts

Anonymous wrote:*Remediation assignment is online.
*Retake is online
*Retakes can be taken during advisory period or after school, but if they have remediation during advisory they have to take it after school.

Anonymous wrote:What happens when they go to college or get a job?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have no issues with it. I actually did it myself for years until they capped us at 80% for a retake. I dropped it to that for a few years, and now have brought it back up to 100%. It's a learning curve, for sure, but I strongly feel it's the right thing to do.

This is the craziest part. Every year in September I'd have half my students ask to retake the first test. In October for test 2 it was down to 20%, and by the time test 3 rolls around it will only be the A students who got a C+ or the B students who got a D. The ones who always get Bs or Cs have no interest in retaking, and the kids who have low As realize it's not worth the stress. The novelty wears off and the reality of the amount of work involved limits participants.

Remediation has to be streamlined. I either print out a second "study guide" and make them do it again, or assign them khan academy reviews to watch/practice. The individual "conference" looks like me checking in with them for 1-2 minutes to validate all missing work is completed and answer any questions they have. The kids who got an 88 but want 100 have very direct questions that take 20 seconds to answer, or have spent the time to review and teach themselves the material. The kids who failed by and large did nothing the first time around, so they finally learned the material and I'm just checking that they have completed the work.

Retakes are almost all done during the intervention block, so it's no extra time from me. The remainder are done on my after school day (I'm already required to stay after one day a week for free tutoring, so I just set up kids with their test while I work with other kids).

The only issue is grading them, but after the first test it's truly not that many.

We aren't allowed to do retakes during that block because it is set aside for interventions, remediation, and working with students who are MLL or behind in reading skills. It isn't designed as a testing block.

Well then that's silly. That block needs to adapt to fit the needs of kids.

DP
Intervention and remediation is meeting the needs of the kids. The retake can be done after school.

My kid needs to do retakes during school. He can’t stay after all the time. The block isn’t meeting his needs at all.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's awful.

For students who requested to retake a test, we are required by our administration to give a reteaching assignment, then meet with each student individually to review the assignment, and then to administer the reassessment.

On the test my students took last week, the class averages were between 85% and 92%. I had 46 students request to re-take the test, which is almost 1/3 of my students! Several of those students earned a 92% or higher.

So I now have to meet individually with 46 students (if they all do the reteaching assignment) and then grade 46 additional tests. For students who already earned an A on the test, the possible increase in their grade is miniscule.

Oh no having to help students

You are an absolute moron, pp. It’s obviously waaaaaay too much work for the teacher. It will absolutely chase good people out of the classroom.

What? Who are you to say way too much

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What happens when they go to college or get a job?

College is getting just as bad, and they'll just do crappy work at work.

According to a new report, Gen Z is already woefully underprepared for office life.

"Many recent college graduates may struggle with entering the workforce for the first time as it can be a huge contrast from what they are used to throughout their education journey," Intelligent's Chief Education and Career Development Advisor Huy Nguyen said in the report.

"They are often unprepared for a less structured environment, workplace cultural dynamics, and the expectation of autonomous work. Although they may have some theoretical knowledge from college, they often lack the practical, real-world experience and soft skills required to succeed in the work environment."

...

Across the board, 75 percent of companies reported that some or all of their recent college graduate hires were unsatisfactory.

Employers most often cited a lack of motivation in their recent graduate hires, at 50 percent, while 39 percent said poor communication skills and 46 percent said a lack of professionalism made this cohort difficult to work with.

https://www.newsweek.com/companies-are-quickly-firing-gen-z-employees-1958104

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have no issues with it. I actually did it myself for years until they capped us at 80% for a retake. I dropped it to that for a few years, and now have brought it back up to 100%. It's a learning curve, for sure, but I strongly feel it's the right thing to do.

This is the craziest part. Every year in September I'd have half my students ask to retake the first test. In October for test 2 it was down to 20%, and by the time test 3 rolls around it will only be the A students who got a C+ or the B students who got a D. The ones who always get Bs or Cs have no interest in retaking, and the kids who have low As realize it's not worth the stress. The novelty wears off and the reality of the amount of work involved limits participants.

Remediation has to be streamlined. I either print out a second "study guide" and make them do it again, or assign them khan academy reviews to watch/practice. The individual "conference" looks like me checking in with them for 1-2 minutes to validate all missing work is completed and answer any questions they have. The kids who got an 88 but want 100 have very direct questions that take 20 seconds to answer, or have spent the time to review and teach themselves the material. The kids who failed by and large did nothing the first time around, so they finally learned the material and I'm just checking that they have completed the work.

Retakes are almost all done during the intervention block, so it's no extra time from me. The remainder are done on my after school day (I'm already required to stay after one day a week for free tutoring, so I just set up kids with their test while I work with other kids).

The only issue is grading them, but after the first test it's truly not that many.

We aren't allowed to do retakes during that block because it is set aside for interventions, remediation, and working with students who are MLL or behind in reading skills. It isn't designed as a testing block.

Well then that's silly. That block needs to adapt to fit the needs of kids.

DP
Intervention and remediation is meeting the needs of the kids. The retake can be done after school.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have no issues with it. I actually did it myself for years until they capped us at 80% for a retake. I dropped it to that for a few years, and now have brought it back up to 100%. It's a learning curve, for sure, but I strongly feel it's the right thing to do.

This is the craziest part. Every year in September I'd have half my students ask to retake the first test. In October for test 2 it was down to 20%, and by the time test 3 rolls around it will only be the A students who got a C+ or the B students who got a D. The ones who always get Bs or Cs have no interest in retaking, and the kids who have low As realize it's not worth the stress. The novelty wears off and the reality of the amount of work involved limits participants.

Remediation has to be streamlined. I either print out a second "study guide" and make them do it again, or assign them khan academy reviews to watch/practice. The individual "conference" looks like me checking in with them for 1-2 minutes to validate all missing work is completed and answer any questions they have. The kids who got an 88 but want 100 have very direct questions that take 20 seconds to answer, or have spent the time to review and teach themselves the material. The kids who failed by and large did nothing the first time around, so they finally learned the material and I'm just checking that they have completed the work.

Retakes are almost all done during the intervention block, so it's no extra time from me. The remainder are done on my after school day (I'm already required to stay after one day a week for free tutoring, so I just set up kids with their test while I work with other kids).

The only issue is grading them, but after the first test it's truly not that many.

We aren't allowed to do retakes during that block because it is set aside for interventions, remediation, and working with students who are MLL or behind in reading skills. It isn't designed as a testing block.

Well then that's silly. That block needs to adapt to fit the needs of kids.

Anonymous wrote:

Anonymous wrote:What happens when they go to college or get a job?

College is getting just as bad, and they'll just do crappy work at work.

"Many recent college graduates may struggle with entering the workforce for the first time as it can be a huge contrast from what they are used to throughout their education journey," Intelligent's Chief Education and Career Development Advisor Huy Nguyen said in the report.

"They are often unprepared for a less structured environment, workplace cultural dynamics, and the expectation of autonomous work. Although they may have some theoretical knowledge from college, they often lack the practical, real-world experience and soft skills required to succeed in the work environment."

...

Across the board, 75 percent of companies reported that some or all of their recent college graduate hires were unsatisfactory.

Employers most often cited a lack of motivation in their recent graduate hires, at 50 percent, while 39 percent said poor communication skills and 46 percent said a lack of professionalism made this cohort difficult to work with.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's awful.

For students who requested to retake a test, we are required by our administration to give a reteaching assignment, then meet with each student individually to review the assignment, and then to administer the reassessment.

On the test my students took last week, the class averages were between 85% and 92%. I had 46 students request to re-take the test, which is almost 1/3 of my students! Several of those students earned a 92% or higher.

So I now have to meet individually with 46 students (if they all do the reteaching assignment) and then grade 46 additional tests. For students who already earned an A on the test, the possible increase in their grade is miniscule.

Oh no having to help students

You are an absolute moron, pp. It’s obviously waaaaaay too much work for the teacher. It will absolutely chase good people out of the classroom.

Anonymous wrote:

Anonymous wrote:I have no issues with it. I actually did it myself for years until they capped us at 80% for a retake. I dropped it to that for a few years, and now have brought it back up to 100%. It's a learning curve, for sure, but I strongly feel it's the right thing to do.

This is the craziest part. Every year in September I'd have half my students ask to retake the first test. In October for test 2 it was down to 20%, and by the time test 3 rolls around it will only be the A students who got a C+ or the B students who got a D. The ones who always get Bs or Cs have no interest in retaking, and the kids who have low As realize it's not worth the stress. The novelty wears off and the reality of the amount of work involved limits participants.

Remediation has to be streamlined. I either print out a second "study guide" and make them do it again, or assign them khan academy reviews to watch/practice. The individual "conference" looks like me checking in with them for 1-2 minutes to validate all missing work is completed and answer any questions they have. The kids who got an 88 but want 100 have very direct questions that take 20 seconds to answer, or have spent the time to review and teach themselves the material. The kids who failed by and large did nothing the first time around, so they finally learned the material and I'm just checking that they have completed the work.

Retakes are almost all done during the intervention block, so it's no extra time from me. The remainder are done on my after school day (I'm already required to stay after one day a week for free tutoring, so I just set up kids with their test while I work with other kids).

The only issue is grading them, but after the first test it's truly not that many.

We aren't allowed to do retakes during that block because it is set aside for interventions, remediation, and working with students who are MLL or behind in reading skills. It isn't designed as a testing block.

Anonymous wrote:

Anonymous wrote:*Remediation assignment is online.
*Retake is online
*Retakes can be taken during advisory period or after school, but if they have remediation during advisory they have to take it after school.

Is there a proctor for online?

Anonymous wrote:I have no issues with it. I actually did it myself for years until they capped us at 80% for a retake. I dropped it to that for a few years, and now have brought it back up to 100%. It's a learning curve, for sure, but I strongly feel it's the right thing to do.

This is the craziest part. Every year in September I'd have half my students ask to retake the first test. In October for test 2 it was down to 20%, and by the time test 3 rolls around it will only be the A students who got a C+ or the B students who got a D. The ones who always get Bs or Cs have no interest in retaking, and the kids who have low As realize it's not worth the stress. The novelty wears off and the reality of the amount of work involved limits participants.

Remediation has to be streamlined. I either print out a second "study guide" and make them do it again, or assign them khan academy reviews to watch/practice. The individual "conference" looks like me checking in with them for 1-2 minutes to validate all missing work is completed and answer any questions they have. The kids who got an 88 but want 100 have very direct questions that take 20 seconds to answer, or have spent the time to review and teach themselves the material. The kids who failed by and large did nothing the first time around, so they finally learned the material and I'm just checking that they have completed the work.

Retakes are almost all done during the intervention block, so it's no extra time from me. The remainder are done on my after school day (I'm already required to stay after one day a week for free tutoring, so I just set up kids with their test while I work with other kids).

The only issue is grading them, but after the first test it's truly not that many.