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From YouTube: Agenda Item 5.02 BOE 05-04-2016 General Session Meeting
Description
5.02 Presentation on Revisions to Superintendent's Grading Regulation II-RA
A
Good
afternoon
for
the
record,
I
am
jessica,
kutch's,
legislative
and
policy
council.
Today
I
have
the
pleasure
of
presenting
with
dr
maureen
mcmahon,
deputy
superintendent
for
academics
and
strategic
initiatives.
Dr
kathy
kubick
associate
superintendent
for
school
performance
and
mr
jason
dykstra
executive
director
of
instructional
data.
A
Collectively
we
are
going
to
discuss
revisions
to
the
superintendent's
regulation
on
grading.
We
will
review
some
background
in
history
regarding
this
regulation,
highlight
the
improvements,
clarifications
and
philosophy
around
the
changes
and
explain
how
this
will
be
implemented
in
our
schools
in
order
to
meet
the
needs
of
students
and
staff.
The
grading
regulation
is
a
fluid
document
that
has
been
updated
eight
times
over
the
past
13
years.
A
The
specific
provision
related
to
redos
or
opportunities
for
mastery
was
included
in
the
grading
regulation
in,
for
the
first
time
in
two
thousand
twelve,
as
we
promised
in
the
fall
when
we
brought
you
quarterly
assessments,
we
are
now
back
to
you
for
this.
First,
the
specific
purpose
of
amending
the
grading
regulation
regarding
the
redo
policy,
the
redo
practice,
all
other
provisions
related
to
the
grading
policy
and
regulation
are
not
contemplated
for
discussion
at
this
time.
A
As
these
improvements
are
specifically
related
to
obtaining
mastery
by
redoing
certain
assignments
in
order
to
provide
the
enhancements
to
the
regulation
that
we
will
discuss
today,
the
concepts
and
language
of
the
regulation
went
through
an
extensive
vetting
process.
First,
there
was
a
cross-disciplinary
grading
committee
that
met
and
continues
to
meet
regularly
regarding
the
grading
regulation.
A
Throughout
the
revision
process,
we
met
with
the
cac
crasque,
the
superintendent's
teen
advisory,
the
county
council
of
pta's
piac
principals,
tech
and
teachers.
I
would
like
to
extend
an
a
specific
thank
you
to
the
cac
for
their
partnership
regarding
this
effort,
as
they
provided
an
extensive
survey
with
a
summary
of
the
feedback
that
they
received
from
their
survey.
A
B
So
we,
including
all
the
stakeholders
that
miss
couches
referred
to,
we
all
want
students
to
gain
ultimately
and
reach
their
ultimate
potential
through
the
the
ability
to
learn
and
sometimes
relearn
the
content
and
then
be
reassessed
on
it.
So
the
notion
is:
if
the
philosophy
is
one
of
mastery
and
and
one
of
a
growth
mindset,
we
have
to
have
opportunities
for
students
to
relearn
and
be
reassessed.
B
So
then,
there
are
many
questions
that
arise
when
you
say
opportunities
for
reassessment.
So
what
does
that
really
mean?
Well,
if
every
learner
is
unique
and
every
learner
learns
in
a
different
way,
then
they
also
stumble
or
struggle
with
different
information,
and
so
we
have
to
allow
assignments
assessments
projects.
We
have
to
allow
an
open
free
choice
of
what
is
redone,
what
is
able
to
be
reassessed
by
each
student?
Now,
of
course,
that
comes
with
some
exceptions.
B
B
B
What
about
those
large
projects
that
have
multi
components?
Well,
what
we
say
is
yes,
each
of
the
multi-part
components
if
they're
graded
they're
open
for
redo,
but
by
the
end,
if
there
is
a
cumulative
grade
given
at
the
end
of
a
large
scale
project
that
is
not
open
for
redo,
then
we
move
on
to
the
items
during
the
last
week
in
the
marking
period.
B
At
that
point
in
time,
we're
trying
to
bring
closure
to
things
both
in
ideas
and
move
towards
that
quarterly
assessment.
So
items
due
the
last
week
of
the
marking
period
are
not
open
for
redo,
but
we
will-
and
my
colleague
here
dr
kubic
will
speak
to
the
fact
that
professional
development
will
be
available
such
that
high
stake
items,
don't
fall
in
that
last
week
of
the
marking
period
and
finally,
quarterly
assessments.
B
Those
quarterly
assessments
are
meant
to
be
cumulative
and
they're
meant
to
actually
assess
a
student's
understanding
and
their
synthesis
of
a
lot
of
material,
so
they're
not
open
for
redo.
However,
we
are
going
to
go
over
the
quarterly
assessments
with
students.
We
want
them
to
learn
from
them
and
we
want
their
parents
to
learn
from
them,
so
we
will
be
sending
them
home
and
they're
open
for
a
discussion,
but
not
a
formal
redo.
B
B
So
all
the
stakeholders
and
us
together
came
up
with
no
fewer
than
three
no
more
than
five
opportunities
during
any
one
marking
period
and
that'll
be
determined
actually
we're
empowering
the
teacher
to
make
good
sense
and
and
and
with
good
sense
make
that
decision
unless
they're
part
of
a
team,
and
then
the
teachers
will
get
together
and
make
a
recommendation
and
come
up
with
one
answer
like
an
english
nine
team,
they
would
come
up
with
three
assignments
for
all
students
in
english,
nine.
B
B
C
What's
this
mean
for
our
kids
next
year,
so
this
is
actually
pretty
neat
right
now,
a
child
is
able
to
redo
a
certain
number
of
assignments,
but
it
really
might
depend
on
where
they
are
in
their
middle
or
high
school
in
our
county.
Are
they
in
the
northern
part,
the
southern
part?
Are
they
at
a
middle
school,
a
high
school?
Do
they
have
mr
dykstra
for
geometry,
or
do
they
have
miss
cubic,
so
it
really
could
depend
classroom
to
classroom.
C
The
idea
is
that
next
year,
kids
will
know
that,
no
matter
where
they
are
in
the
county,
no
matter
what
classroom
what
course
it's
going
to
be
three
four
or
five,
so
teams
can
work
together
and
the
principal
can
approve.
So
that's
going
to
mean
a
new
way
to
think
about
grades
and
reduce
for
kids,
so
it
means
professional
development.
C
The
principal
will
be
responsible,
obviously
for
understanding
this
policy
and
supporting
teachers
to
implement
it.
But
what
that
means
for
teachers
is.
We
have
to
get
kids
to
advocate
for
their
own
grade,
because
I
need
to
be
able
to
think
how
many
do
I
have
in
a
nine
weeks
and
which
one
do
I
want
to
redo
because,
as
you
saw,
there's
timelines
associated.
So
that's
a
professional
development
opportunity
as
we
bring
this
into
the
schoolhouse.
C
C
So
one
tool
that
we're
going
to
have
is
the
course
outline
curriculum
instruction
has
devised
a
proposed
statement
that
can
go
in
every
course
outline
and
it's
the
same
again
classroom
to
classroom
course,
to
course
school
to
school,
and
it
basically
outlines
for
teachers
and
kids
and
parents
that
they
have
so
many
opportunities
to
redo.
And
as
you
see
and
read
up
there,
this
teacher
chose
four,
so
kids
will
clearly
know
at
the
beginning
what
kinds
of
assignments,
the
number
of
assignments
and
how
many
of
them
they
get
to
redo.
D
So
once
a
student
actually
submits
and
and
completes
a
redo
assignment
and
gives
it
to
the
teacher
when
the
teacher
is
doing
their
grades,
the
teacher
will
actually
make
a
note
of
the
redo
grade
in
the
original
grade
and
what
that
will
do
is
trigger
a
symbol
or
an
icon
automatically
into
both
the
teacher's
gradebook
and
also
on
parent
connect
and
which
is
where
our
students
and
parents
can
access.
You
know
kind
of
up-to-date
snapshot
of
grades.
So
what
will
happen
in
the
grade
book
is.
D
If
you
go
on
to
parent
connect,
either
the
student
or
the
parent,
you
will
see
a
little
icon
highlighted
right
before
you.
A
little
paper
sign
and
all
a
student
or
parent
actually
has
to
do
is
hover
over
that
icon
and
a
box
will
pop
up
the
box
in
front
of
you
says:
redo
score
is
now
a
seven
out
of
eight
and
the
original
score
was
a
five
out
of
eight
and
then
simply
looking
at
the
icons.
D
D
So
how
we're
going
to
do
this?
Well,
we
start
tomorrow.
This
team
will
be
before
the
high
school
principals
tomorrow
with
this
presentation,
and
we
will
be
going
over.
We've
already
worked
with
lots
of
principals
and
teachers
on
the
update
of
this
regulation
and
we'll
continue
that
we
anticipate
and
expect
that
our
principals
will
begin
the
discussions
with
their
teachers
now
until
the
end
of
the
year,
as
we
kind
of
start
looking
at
next
year.
D
We're
going
to
develop
a
video
series
as
well,
where
that
would
be
available
for
students
and
teachers
and
parents,
both
explaining
the
philosophy
of
redos
and
how
they
work,
and
also
some
of
the
technical
parts
as
well
with
that.
We
thank
you
very
much
for
your
time,
we're
open
to
any
questions
that
you
have,
and
we
also
have
a
sample
video
for
you
kind
of
highlighting
what
we've
kind
of
shared
with
you
here
today.
F
E
F
F
I
Yes,
just
to
clarify
the
video
did
answer
a
little
bit
so,
but
it
would
be
hopefully
they're
getting
remediation
and
we'll
have
a
higher
score
with
the
redo.
But
if
there's
not
the
the
higher
of
the
two
scores
will
be
counted
and,
let's
say,
for
instance,
it's
an
algebra
test
and
there's
ten
questions
and
they
got
five
questions
correct
and
five
and
for
the
redo
would
they
have
to
redo
the
entire
ten
questions
or
just
the
ones
that
they
missed?
It's
really
up
to
the.
B
Teacher
at
that
point
in
time,
but
the
teacher
has
the
ability
to
say
you
know
you
really
only
constantly
you
need
to
concentrate
on
these
areas,
and
so,
when
you
come
in,
I'm
only
going
to
be
retesting
you
or
reassessing
you
on
those
areas,
or
they
could
say
no.
My
policy
is
you're
going
to
take
a
quiz
very
much
like
this
one
again
so.
B
I
J
Yeah,
I
wanted
to
say
thank
you
as
well.
I
know
this
has
been
a
long
long
process
and
from
a
parent
of
a
well,
not
a
new
sixth
grader
anymore,
but
a
sixth
grader.
I
know
there's
also
some
folks
out
there,
both
in
our
teaching
pool
and
our
parents.
J
That
don't
think
this
is
a
good
idea
for
whatever
reason-
and
I
would
just
like
to
say
very
publicly
that
I
completely
disagree
and
I've
watched
my
I've
turned
the
corner
myself
this
year,
because
my
child's
english
teacher
and
I
sort
of
had
a
meeting
of
the
minds
in
september,
and
then
I
watched
my
child
advocate
for
herself
go
see.
J
Her
teacher
at
lunch
understand,
get
a
better
understanding
of
a
concept
she
didn't
understand
and
improve
her
grade,
and
I
can't
think
of
a
better
way
to
prepare
our
students
for
what
life
is
really
like,
and
I
know
we've
used
the
example
of.
If
you
know
not,
everybody
passes
the
bar
the
first
time
or
not.
J
Everybody
passes
their
driver's
license
test
the
first
time
and
if
we're
not
taking
time
to
give
our
students
the
opportunity
to
get
that
mastery
of
a
concept
they're
not
going
to
succeed
as
many
subjects
build
on
themselves,
certainly
in
math-
and
I
just
want
to
say
again
thank
you
and
I
know
it's
not
going
to
be
a
simple
task
to
roll
it
out.
But
I
know
you
guys
will
do
a
tremendous
job
this
summer
and
I
know
georgia
will
be
making
sure
her
teachers
follow
the
follow
the
policy
closely.
K
Question
number
one
is
a
student
may
get
an
a,
but
he
wants
to
be
an
a
plus
and
a
is
not
good
enough
wants
to
get
an
a
plus,
it
can
can
the
can
the
child
take
the
test
again
and
then
the
question
on
the
other
side
is
well.
You
know
I
just
wanted
to
pass.
You
know.
C
L
Thank
you.
I
just
had
one
quick
question
in
the
first
slide,
where
I
gave
the
timeline
of
the
review
policy,
it
said
june
2012
the
first
inclusion
of
redo.
Can
you
explain
what
that
meant?
I
might
listen
to
your
story
so.
A
The
grading
policy
has
existed
since
the
the
beginning
date
on
that
slide.
A
But
that
was
the
first
time
that
this
re-assessment
provision
was
added
in
so
the
grading
regulation
existed
without
this
opportunity
for
redo
until
that
date.
Okay,.
L
M
Thank
you
yeah,
so
it
was,
if
I
can
jump
in
it
was
2012
when
we
introduced
that-
and
there
has
been
some
consternation
over
time
as
we've
implemented.
So
the
concept
of
redo
and
mastery
is
not
new,
and
so
it
was
written
into
the
actual
regulatory
language
back
in
2012
and,
as
time
has
gone
on
in
consultation
with
principals
and
teachers
and
parents
and
students.
M
As
you're
well
aware
in
some
of
those
meetings,
we
needed
to
do
a
better
job
with
the
language
and
and
and
a
better
job,
with
standardizing
how
this
can
be
done
across
the
element
across
all
of
our
schools,
particularly
secondary
schools.
And
so
that's
the
reason
now
to
bring
it
back
before
you
with
sort
of
tighter
language
that
is
more,
we
believe,
will
be
more
readily
accepted
and
easier
to
standardize
and
accept
across
all
of
our
schools.
G
J
N
Thank
you
and
thank
you
to
all
of
you.
I
think
this
is
great.
You
know
my
day
job
so
to
speak.
You
know,
is
overseeing
aspects
of
our
curriculum
development
process
and
I
can
tell
you
higher
ed
is
moving
in
this
direction
and
you
know,
as
we
evolve
and
do
more
online.
There
are
certainly
a
lot
of
tools
that
can
really
validate
this
with
online
learning
aspects
as
well,
so
again
kudos
to
all
of
you
and
and
best
of
luck,
as
you
start
to
roll
this
out.
N
My
question
is:
is
just
about
equity,
and
you
know,
we've
talked
a
little
bit
about
standardization
and
I
just
want
to
ask
what
auditing
requirements,
if
any
are
in
place
to
ensure
that
one
school
is
is
not
skirting
the
system
so
to
speak,
so
that
all
of
our
students,
as
they
start
to
compete
for
for
colleges
etc,
are
on
a
level
playing
field.
N
For
overriding
grades
in
particular
teacher
enters
grade
x,
we'll
use
different
letters.
You
know
in
this
case
teacher
enters
x
and
believes
that
that
student
really
has
earned
x
for
the
semester
for
particular
assessment.
C
So
I
guess
I'll
field
that
one.
I
think,
if
there's
a
comes
a
time
where
there's
a
discontinuity
in
what
the
teacher
believes
and
what
the
administrator
believes.
That's
a
conversation
for
those
two
to
have
and
in
our
regulation
it
does
say
we
have
to
have
how
we
determine
the
final
grade.
So
it
would
come
down
to
the
two
of
them
discussing
their
belief
on
what
the
final
grade
that
the
student
receives
should
be
and.
N
Kind
of,
like
I
mean
and
again
forgive
the
question,
I'm
thinking
higher
ed
lens,
you
know,
department,
chair
dean,
you
know
type
appeal
process.
Does
that
exist?
You
know
student
says
you
know
what
darn
it
my
b
should
be
an
a
and
your
you
teacher
looked
at
this
with
the
wrong
lens.
You
know.
Is
it
a
department
chair
that
that.
G
That
may
be
something
you
want
to
pay
more
attention
to,
because
I
have
heard
stories
from
teachers
of
grades
being
changed
without
their
knowledge
or
permission
because
they
gave
zeros
because
they
felt
that
a
zero
was
warranted,
because
no
no
work
was
actually
done
and
an
administrator
changed
it
to
a
50.
Because
50
is
supposed
to
be
the
lowest
you
you
can
get,
but
the
teacher
felt
that
xero
was
warranted
because
of
the
absolute
lack
of
effort
that
went
into
something.
G
So
that
may
be
something
that
you
just
want
to
keep
your
eyes
on.
A
Absolutely
and
thank
you
for
the
opportunity
to
just
make
a
quick
comment
about
that.
As
you
saw
from
the
timeline,
this
grading
regulation
is
we've
looked
at
in
pieces
because
it's
so
complicated
and
it's
so
labor
intensive
on
our
administrators
and
our
teachers
that
we've
ensured
that
we've
taken
pieces
of
it.
So
we
did
quarterly
assessments,
as
we
said,
we
would
in
the
fall.
A
We
did
redos
now
this
spring
and,
as
we've
discussed
before
in
this
coming
up
fall,
we
will
look
again
at
the
exact
concept
that
you're
talking
about
zeros
to
50,
making
sure,
there's
clarity,
making
sure
the
implementation
is
clean,
clear,
effective
for
our
schools
and
then
also
the
way
that
we
honor
valedictorian
salutatorians
and
the
concept
of
the
kumari
system.
N
Thank
you
and
just
to
dovetail
and
on
what
mrs
burge
was
saying.
I
I
I'm
glad
we're
we're
going
to
have
that
conversation
and-
and
I
know
it's
regulation
it.
You
know,
you
guys-
are
sharing
it
with
us
and
that's
great,
but
as
just
one
board
member,
I
would
request
that
we
really
define
and
and
put
strong
definition
and
behind
good
faith
effort
and
what
that
means
what
that
entails,
and
I
don't
know
you
know
again
from
from
a
mechanism
perspective.
N
You
know,
give
out
the
syllabus
in
the
beginning
of
of
of
the
year
or
beginning
of
the
term.
You
know:
do
students
sign
something
that
says
you
know
sort
of
like
the
handbook
you
know
hey,
you
know.
I
acknowledge
that
this
is
the
syllabus
that
I
received
and,
and
you
know
I'm
going
to
adhere
to
my
end
of
the
bargain.
You
know
we're
asking
teachers
to
do
a
lot.
N
You
know
I,
as
a
student,
I'm
going
to
ensure
that
I
you
know
I
I
provide
good
faith
effort
and
if
you
know
whatever,
that
definition
is
certainly
with
you
know
some
sub
bullets
if
need
be.
But
if
I
don't
adhere
to
this,
you
know-
and
I
don't
get
good
faith
effort,
then
you
know
I.
I
certainly
need
to
acknowledge
that
I
get
a
zero
instead
of
that,
you
know
50.
That
seems
to
be
you
know
from
what
I've
heard.
N
B
H
I
just
want
to
thank
you
guys,
the
visual
with
the
inconsistency
on
the
map
in
the
county,
very
strong
and
powerful
message
that
we've
been
able
to
thank
steve,
gray,
yeah.
C
D
No,
they
they
could
do
more
technically,
if
they're,
not
following
the
regulations.
D
Them
from
they
they
own
their
gradebook,
so
they
certainly
could
input
another
score
if,
if,
if
they
wanted
to.