Below you will find the expectations from the Archdiocese of Chicago and OLPH School regarding Remote Learning Grading and Assessments Guidelines.
To begin with, grading and assessment are key components of how students learn during any situation. This time of remote learning does create a challenge in the way teachers have traditionally communicated feedback to students. To that end, students and families should expect that teachers will provide feedback on student work in key content and skill areas, including formative feedback aimed at improvement and feedback that indicates a student’s level of performance (grades or scores). Student learning and demonstrations of learning in a remote setting may look different than in-person work and will require flexibility on the part of teachers and students.
Work assigned during remote learning must be graded.
Varied assignments and assessments will ensure that students have ample opportunities to improve grades and receive feedback on their progress. Every effort should be made to work with students and families to provide opportunities for engagement that take into account individual or unique circumstances. Examples of these circumstances include but are NOT limited to access to technology and internet, ability of the parent to supervise learning and students whose diverse learning needs, including socio-emotional considerations, may impact mastery of content.
If students fail to complete assignments or other related assessments during this period, the school should engage in a series of steps to document the cause of the missing assignments.
- Ensure that the student is not impacted by circumstances out of their control, such as access to technology, ability of the parent to supervise learning and students whose diverse learning needs, including socio-emotional considerations which may impact mastery of content. If the student is impacted, the school should make every attempt to resolve the issue and support the student (such as developing alternative assignments). If the school cannot satisfactorily address the issue, the school should assign “pass” for the affected quarter or trimester in core subjects.
- If the school can determine that these conditions are not in effect, the school should contact the parent and inform them of their child’s poor performance and discuss interventions to support the student and parent.
- If after an extended period of interventions with the student and parent (at least two weeks), the school may consider the grade of “incomplete” for the respective subject(s). Incomplete grades can be removed at any time and expectations regarding the changing of incompletes are at the discretion of the individual school.
- All communication with students and parents should be recorded for evidence to support the possible assignment of an “incomplete” grade.
If a student does poorly on the first attempt at an assignment and would normally in a traditional setting receive a lower grade, what should we recommend to the teacher?
5. All students regardless of ability should have unlimited attempts to make up assignments during this time and be able to turn in assignments late. Schools should refrain from the use of “hard deadlines”
due to concerns regarding technology access, as well as various other considerations related to remote learning, including but not limited to students being charged with supervision of younger siblings, difficulty managing the stress of complying with the stay-at-home orders, concerns over a sick family member, etc.
Based on and in alignment with the Archdiocese of Chicago expectations and guidelines,
here are OLPH School’s Remote Learning Grading Expectations.
Work assigned during remote learning will be graded. Varied assignments and assessments will ensure our students are learning, have meaningful feedback, and opportunities to improve their grade.
FREQUENTLY ASKED QUESTIONS
What happens when a student is missing an assignment?
An “M” will be marked in the gradebook when a student is missing an assignment.
When are parents notified?
Parents are contacted when there seems to be a pattern of missing work: 3 or more assignments. Teachers will personally contact the parents by phone and email to see
what’s going on and how can they help.
What if a parent does not respond to a teacher’s attempted communications?
If Mom or Dad has not responded to teacher communications, Miss Musker or Dr. Mills will personally reach out to the parents to gather further information – family health issues, tech issues, etc. We’re here to help, respond, and assist our families in any way.
Do letter grades need to be given?
At the end of 4th Quarter, all core subjects: Reading, Math, Language Arts, Spelling/Vocab, SS, Sci, and Religion need a letter grade. Special subjects including Spanish will be Pass/Fail with the exception of 7th and 8th grade.
*Since Kindergarten does not give letter grades, they’ll continue with standards based report card
What about Honor Roll?
We have reconfigured the Honor Roll points needed now that special subjects are Pass/Fail. Click Updated Honor Roll
Is there still Gold Cord for Grade 8?
Yes, the our 8th graders who have been and continue to keep academics a priority under these
challenging conditions are still able to earn a Gold Cord. While the total points have been slightly adjusted, the opportunity to graduate with honors remains.
Will there still be final exams for junior high students?
In light of our current learning environments, final exams have been canceled.
What if a student is missing a lot of work at the end of the 4th Quarter?
If a student is missing work or number of assignments (with attempted and documented contact with child’s parents from teacher and administrator), then the student will simply receive an “I” for Incomplete on his or her report card and be promoted to the next grade level. Why? The student completed the work and demonstrated proficiency in 1st Quarter, 2nd Quarter, and 3rd Quarter – a significant majority of the school year.
How are the teachers approaching this now?
They are starting with the end in mind. They have identified the essential skills that will be taught and assessed this final quarter. Their focus will be targeted looking to the priority standards for their given grade level - Looking for quality over quantity and engagement in the
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