Temporary T3 Grading Policy During Distance Learning, School Closure
The School Board has approved a temporary change to its grading system for use during distance learning. Like all districts, we are grappling with the fact that it is more difficult for students to demonstrate their academic performance through distance learning. Further, some students must now work to help their family, or watch younger siblings while parents work, or face any number of disadvantages created or heightened by the modified school operations and shelter in place public health orders. In addition, it may be difficult for teachers to measure mastery in all grade-level standards under these circumstances. MPCSD's modified grading practices are intended to prevent students from being unfairly disadvantaged.
Temporary Change for Elementary School
Narrative evaluation: A narrative evaluation is a way to evaluate academic performance and provide feedback on students’ individual progress. During distance learning, this approach can be used as an alternative to grading. Narrative evaluations provide students and parents with a written evaluation based on evidence of learning and will take into account the unprecedented nature of an elementary students’ learning environment. Please note that in the T3 box of the report card, parents will see "DL" which indicates Distance Learning.
Two Options for Temporary Change for Middle School (Individual Teachers will Choose which Option to Use for their Class)
Option 1 - Traditional letter grades with a lens towards equity: In this approach, middle school teachers continue course evaluation by providing a letter grade A, B, or C. If there is not enough evidence of work for teachers to assign a letter grade of A, B, or C, then students will receive an IE (insufficient evidence). This option allows for teachers to recognize that individual students may not have adequate support systems in place to demonstrate evidence of learning course content during Distance Learning, and/or that scores below 70% are not representative of what students know or are able to do, but rather a consequence of our current context and being outside the support system of the school environment.
Option 2 - Mastery Grading Scale: A mastery grading scale supports an evidence-based grading system in which students are assessed based on evidence of learning rather than other factors such as date assignment is turned in, participation in virtual lessons, virtual attendance, the format of evidence, etc. Teachers in an evidence-based grading system collect evidence of mastery of content-specific learning targets and assign an overall course score (for example, one through four) based on that evidence. If there is not enough evidence of work for teachers to determine mastery, then students will receive an IE (insufficient evidence). A mastery grading scale provides greater flexibility to the teacher to ensure that students are not being penalized for factors that may be out of their control during distance learning.