Other behaviors that research suggests could be separated from grading include oral presentations, class participation, work habits and neatness, effort, class attendance, punctuality of assignments or class behavior/attitude.

Class participation, effort, attendance.
What other thoughts/concerns do you have regarding recommendation one?

Homework needs to be part of the final grade. If not, students will not do homework as they know it has no impact on their grades. SOI scores will be impacted in a negative way. Teachers assign homework to reinforce concepts taught in class not as busy work.
Below are sample grading scales for review. Next to each scale are calculations of how 3 students (high achieving, mid-achieving & low achieving) would fare academically if 6 of their assignments were graded using that scale. Do you have suggestions of a grading scale for the committee to consider?
No response.
What other thoughts/concerns do you have regarding recommendation two?

The current 10 point scale is more than fair. If you are scoring below a 64 then that should be a failing grade. Most teachers work on a total points scale a poor grade on one assignment does not set you up for failure.
What other areas of grading inconsistency do you feel are most pressing in our schools? This could include, but is not limited to, the use of retakes/redos on assignments, the weighting of grades, the assignment of extra credit and the acceptance of late work.

Retakes should only be allowed under extenuating circumstances. If not students would never prepare for a test and feel that they can take it whenever they want.
What other thoughts/concerns do you have regarding recommendation three?
No response.

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Recommendation One: Assess academic progress separate from behavior/work habits

The current School Board policy (6-72) on assessing scholastic achievement says: The School Board believes that the most important assessment of student learning is conducted by teachers as they observe and evaluate students in the context of ongoing classroom activities. The teacher, as an agent of the school board, has the responsibility of evaluating student progress and proving grades to represent scholastic achievement. Grading is not to be used for discipline purposes.

Viewing the act of grading solely as a communication of a student’s mastery of content and also recognizing the importance of sound study habits to student success, the Fair and Equitable Grading Committee recommends both categories of performance should be clearly communicated to students and parents. However, the committee suggests reporting progress for academics and behaviors apart from one another.

This means the final grade on any assessment should reflect a student’s academic understanding of the stated learning objectives, and his/her individual work habits should be assessed - and reported - separately. The committee further recommends the use of a proficiency rubric to assess and report work habits. Examples of work habits may include but are not limited to: homework completion, timeliness, and organization.

As an example of what this reporting could look like, see the sample report card below:

sample report card

What behaviors do you feel should be considered and graded separately by teachers? These behaviors could include, but are not limited to, homework completion, timeliness and organization.

Other behaviors that research suggests could be separated from grading include oral presentations, class participation, work habits and neatness, effort, class attendance, punctuality of assignments or class behavior/attitude.

What other thoughts/concerns do you have regarding recommendation one?

Recommendation Two: Revise the current grading scale

According to School Board Regulation 6-72.1, the current grading scale is:

A = (93 – 100)
A- = (90 – 92)
B+ = (87 – 89)
B = (83 – 86)
B- = (80 – 82)
C+ = (77 – 79)
C = (73 – 76)
C- = (70 – 72)
D+ = (67 – 69)
D = (64 – 66)
E = Below 64

The committee felt changes needed to be made to the school division’s current grading scale. Specifically, the committee agreed today’s 100-point grading scale is too heavily weighted toward student failure. For example, in the current grading scale students have 36 opportunities for a passing grade and 64 opportunities for a failing grade.

grading scale diagram

The committee recommends the division explore grading scale options that do not eliminate zeros but mitigate their impact on the student's final grade.

Below are sample grading scales for review. Next to each scale are calculations of how 3 students (high achieving, mid-achieving & low achieving) would fare academically if 6 of their assignments were graded using that scale. Do you have suggestions of a grading scale for the committee to consider?

Example One:

Example Two:

Current Scale:

What other thoughts/concerns do you have regarding recommendation two?

Recommendation Three: Make the Fair and Equitable Grading Committee a standing committee to review and monitor division grading practices and make recommendations as needed.

Recognizing the complexity of the conversation around inconsistencies with grading, the committee recommends this work continue on a regular basis. The committee acknowledges this set of recommendations does not address all concerns about grading, and notes that ongoing dialogue on these issues will only enhance VBCPS grading practices.

What other areas of grading inconsistency do you feel are most pressing in our schools? This could include, but is not limited to, the use of retakes/redos on assignments, the weighting of grades, the assignment of extra credit and the acceptance of late work.

What other thoughts/concerns do you have regarding recommendation three?

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