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.

Working with others and problem solving skills
What other thoughts/concerns do you have regarding recommendation one?

I approve of recommendation one
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?

Do not change grading scale
What other thoughts/concerns do you have regarding recommendation two?

If grading scale is changed, it could effect the way colleges and universities view students from this city.
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.
No response.
What other thoughts/concerns do you have regarding recommendation three?
No response.

VBCPS E-Town Hall is not a certified voting system or ballot box. As with any public comment process, participation in VBCPS E-Town Hall is voluntary. The responses in this record are not necessarily representative of the whole population, nor do they reflect the opinions of any government agency or elected officials.

Your answers will NOT be saved

This is the form that was used to collect responses. It's here so you can try it and see how it worked when the topic was open.

The topic is now closed, and anything you enter into this form will not be saved.

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?

What is a disruptive statement?

A statement

containing personal attacks, profanity, commercial advertising or content which is entirely off-topic, and/or
from a user who has falsified their registration information with the intent to post multiple statements in one topic or to misrepresent their city of residence.

Why does Open Town Hall monitor for disruptive statements?

OpenGov is a non-partisan company dedicated to building public trust in government and broadening civic engagement. Many people will not participate if the forum has disruptive statements.

Does Open Town Hall find many disruptive statements?

No. Disruptive statements are quite rare - less than one in a thousand statements are disruptive.

What does Open Town Hall do if they find a disruptive statement?

Open Town Hall

moves the statement to a different web page,
describes the problem in an email to the author, and
invites the author to change the statement.

Does Open Town Hall ever edit or delete statements?

Never. Only the statement's author can edit or delete a statement.

If I disagree with someone, can I post my opinion?

Yes. Open Town Hall encourages open dialog which, by necessity, includes disagreements.

How do I know if my statement is a 'disagreement' or a 'personal attack'?

Personal attacks are disparaging remarks which impute motives to a person's action. Statements of fact, or of your own opinion are generally not personal attacks.
Here are some examples of statements which are, and are not, personal attacks.

Personal Attack	Not A Personal Attack
He lied.	He said he did X, but in fact he did Y.
She misrepresented the truth.	I don't trust her.
He is greedy.	He is making plenty of money.
It is merely a power play on her part.	She will announce her candidacy soon.