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From YouTube: 11-16-16 BOE Meeting: Item 4.03 Grading
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B
Good
evening
for
the
record,
I
am
Jessica
ketches,
representing
the
legislative
and
policy
office
and
I'm
excited
to
speak
to
you
night
tonight
about
the
Latin
honors
recognition,
also
known
as
the
laude
honors
recognition.
This
will
be
a
new
recognition
for
Anne
Arundel
County
public
school
graduates
that
will
honor
their
academic
achievement
and
success
on
the
panel
with
me
tonight
is
dr.
Maureen,
McMahon,
deputy
superintendent
of
schools
for
academic
and
strategic
initiatives.
Mr.
Anthony
Austin,
director
of
equity
and
accelerated
student
achievement,
dr.
B
Cathy
cubic
associate
superintendent
for
school
performance,
miss
Alyssa
with
Whitaker
senior
at
glen,
burnie,
high
school
and
mr.
Jason
Dykstra
executive
director
of
the
instructional
data
division.
As
you
are
aware,
we
have
been
working
on
a
comprehensive
review
of
our
grading
policy.
As
a
part
of
that
review,
we
identified
four
major
areas
in
need
of
updates
strategically.
B
We
have
addressed
each
one
of
these
areas
individually,
beginning
in
the
fall
of
2015,
when
we
moved
from
a
final
examination
model
to
a
quarterly
assessment
model
which
brings
assessments
closer
to
the
time
of
instruction
and
allows
for
assessments
to
truly
inform
instruction
in
the
spring
of
2016.
We
provided
language
updates
regarding
our
redo
or
opportunity
for
mastery
provisions
of
the
grading
policy
in
an
effort
to
better
align
our
practices
around
this
part
of
the
policy
and
to
provide
consistency
across
the
district
tonight.
B
We
are
here
to
talk
to
you
about
the
addition
of
the
Latin
honors
recognition
and
in
the
spring
we
will
be
back
to
discuss
one
more
provision
of
the
grading
policy.
Throughout
this
comprehensive
grading
policy
update,
we
met
with
embedded
each
grading
policy
revision
with
many
stakeholders,
including
the
CAC,
krask
tack,
principles,
pike,
county
council
of
ptas,
superintendents,
teen,
advisory,
superintendents
teacher
advisory
and
other
staff
groups,
an
interested
party
interested
parties,
the
feedback
we
received
from
these
groups
informed
and
help
shape
the
different
revisions
we
have
brought
to
you
regarding
the
grading
policy.
B
C
Coaches,
as
ms
Kucha
said
in
her
remarks,
we're
excited
to
be
moving
to
the
Latin
honors
model.
As
you
know,
our
ACPs
teaching
and
learning
is
grounded
in
a
belief
in
the
growth
mindset
philosophy,
all
students
can
and
all
students
can
achieve
greatness
and
they
can
reach
their
potential.
We
believe
that
students
are
all
on
a
learning
journey
and
we
want
to
recognize
them
when
they
reach
excellence
against
the
high
achievement
standards
we
set
in
our
a
acps
courses.
C
C
We
want
our
students
to
make
healthy
choices
in
school
choices
that
will
help
them,
learn
what
areas
they
enjoy
and
what
areas
they
may
wish
to
entertain
for
college
and
career
in
the
future
college
and
employers.
We
know
this
are
looking
for
the
healthy.
This
healthy,
well-rounded
student
Confucius
once
said
the
world
toe
in
the
desire
to
succeed
the
urge
to
reach
your
full
potential.
These
are
the
keys
that
will
unlock
the
door
to
personal
excellence
within
each
of
our
students
lies
this
potential
for
excellence.
C
C
D
D
Lad
autos
not
only
have
a
long
epidemic
tradition,
but
the
system
is
familiar
and
understandable.
The
college
admission
officers
and
prospective
employers
landowners
represent
a
much
broader
spectrum
of
academic
accomplishments.
The
three
levels
of
Latin
honors
include
summa
meringue,
which
translates
to
without
with
highest
honor,
for
students
who
have
earned
a
4.3
or
higher
weighted
GPA,
magna
laude,
with
great
honor
for
students
who
have
earned
a
weighted
GPA
of
4.2,
924,
cuento
and
cool.
My
name,
which
translates
to
with
honor
or
with
praise
for
students,
have
earned
an
unweighted
GPA
of
four
point.
D
Land
honors
are
more
fundamentally
equitable.
What
academic
recognition
is
based
on
student
to
student
comparisons
rather
than
the
same
consistent
standards?
One
student
success
is
another
students,
failure
and
when
success
and
failure
are
defined
by
fractionally
small
differences
in
GPA,
the
fundamental
fairness
of
the
system
is
called
into
question.
If
the
lawton
honor
system
had
been
in
effect
for
the
graduating
class
of
2016,
the
students
would
have
been.
D
The
students
that
would
have
been
honored
would
have
included
students
in
all
racial
and
ethnic
backgrounds,
students
receiving
vll
services,
free
and
reduced
mule
services
and
special
education
services.
As
you
can
imagine,
some
of
our
two
students
declined
to
take
courses
or
pursue
personal
interests
or
passions
because
they
represent
a
mathematical
disadvantage
when
it
comes
to
calculating
GPA
such
as
a
non
weighted
child
development
course.
D
For
example,
the
land
honor
system
makes
it
possible
for
any
student
to
achieve
honors
our
status,
rather
than
only
to
students
for
school,
whose
performance
may
be
based
on
relatively
small
differences
in
GPA.
The
land
honor
system
recognizes
all
students
whose
performance
meet
high
academic
standards.
B
We
plan
to
phase
in
this
edition
for
the
current
high
school
students
by
adding
the
Latin
honors
recognition
for
this
year's
graduating
class
of
to
set
2017
high
school
students
will
experience
a
gradual
phase-out
of
the
valedictorian
salutatorian
honor,
with
the
class
of
2019
experiencing
the
Latin
honors
recognition
without
the
valedictorian
and
salutatorian
Honor.
I
will
now
turn
it
over
to
miss
Alyssa
Whitaker,
a
senior
at
glen
burnie
high
school,
who
will
share
her
student
perspective
on
this
matter.
E
So
just
a
side
note,
I
am
speaking
on
behalf
of
myself,
not
krask
and
kind
of
just
piggybacking
off
of
what
everyone
else
is
saying
tonight.
It's
all
about
equality
and
equity.
Personally
I
went
to
an
my
p.I,
be
middle
school
Oh,
Mel
and
I
came
in
to
high
school,
with
four
high
school
credits.
I
have
counterparts
who
didn't
necessarily
receive
that
opportunity,
so
they
didn't
come
in
to
high
school
with
those
credits.
E
So
statistically
it
would
be
very
hard
for
them
to
achieve
valedictorian
status
over
me
who
had
like
I,
have
an
upper
hand
above
them
and
I
think
that
it
also
ensures
healthy
competition
amongst
students.
One
student
doesn't
have
to
take
another
one
down
to
make
sure
that
they're
going
to
be
on
top
because
they
can
all
be
on
top
together,
I
think
at
graduation.
E
You
might
look
on
stage
and
you'll,
see
the
valedictorian
talking
or
the
salutatorian
talking
and
you'll
say:
I
was
in
the
same
calculus
classes
that
person,
but
yet
at
graduation
they
look
more
important
to
me,
they're
being
recognized.
You
know
so.
I
do
think
that
it
also
does
something
to
your
mental
health
and,
along
with
students
who
are
they
curve
and
schedule
their
bare,
essentially,
their
classes
in
their
lives
around
being
valedictorian
and
I
know.
I
was
that
kid
coming
to
freshman
year,
I
had
to
be
valedictorian.
E
I
had
to
get
straight,
A's
I
had
to
be
at
the
top
of
my
class
and
at
some
point
in
time,
I
had
a
realization,
an
epiphany
that
that
is
not
what
really
matters.
What
matters
is
making
the
softball
team
matters
as
being
second
chair
cholas.
Those
are
the
things
that
matter
and
I.
Think
by
switching
to
this
program,
kids
can
really
follow
their
passions.
It
doesn't
have
to
be
so
competitive
and
so
serious
all
the
time.
F
So,
let's
end
with
this
image,
what
do
we
not
see?
We
didn't
see
only
two
kids
at
the
top
of
the
mountain.
We
don't
see
kids
competing
against
each
other.
All
said
what
we
do
see
is
many
kids
on
the
top
on
their
journey
to
the
top
of
the
mountain
competing,
not
against
each
other,
but
against
the
different
standards
at
each
level
of
a
Latin
honor
system.
F
Students
can
choose
their
own
goal,
choose
their
own
path
and
their
own
mountaintop
and
students
can
work
together
on
the
journey
depending
on
the
different
standard
they
choose.
We
hope
you
join
us
in
our
enthusiasm
for
the
Latin
honor
system
and
at
this
time,
we'll
take
any
questions.
Thank
You
mr.
Gillan.
A
G
C
That's
a
good
question,
mr.
Gillan,
no
in
Maryland.
At
this
point
in
time,
no
one
else
has
adopted
the
latin
honor
system.
However,
across
the
nation
there
have
been
school
systems
adopted.
This
certainly
high
red
you
know,
is
very
familiar
with
this
system.
It's
recognized
across
I
read
nationwide,
but
an
in
the
private
school
sector.
This
has
been
something
that's
well.
G
C
What
the
higher
education
community
told
to
Las
enough
few
of
us
on
this
committee
have
spoken
to
admissions,
counselors
and
other
folks
in
higher
ed
in
Maryland
and
at
the
at
the
most
some
of
the
most
prestigious
schools
in
the
nation
and
what
they've
told
us
with
respect
to
looking
for
students
and
what
we
see
it.
We
see
it
actually
represented
in
the
applications
for
new
freshmen
now
over
the
last
few
years,
they're
looking
for
a
well-rounded
student
who
is
excelling
in
what
they
choose
to
do
in
the
classroom.
This
isn't.
C
C
But
what
they're
saying
is
we
want
that
student
who
has
explored
and
who
has
some
passions
and
interests
that
they've
been
experiencing
for
a
few
years
and
where
they
can
really
say,
I'm
going
into
college
and
I
might
not
know
what
I
want
to
be
four
years
from
now,
but
I
know
what
I,
like
I've,
had
some
chance
to
explore
what
I,
what
I
like?
What
I?
Don't
like
maybe
I
played
in
the
band,
the
cello
or
I
took
art
classes
and
I
can
be
value.
Added
to
that
university.
C
C
So
we
have
various
systems-
we've
spoken
with
a
few
folks
in
Howard,
County
and
they're
they're.
Talking
about
it.
I
won't
I
do
not
know.
I
cannot
say
how
seriously
but
they're
talking
about
it.
We
also
want
to
bring
to
your
attention
that,
although
montgomery
county
has
not
gone
to
the
latin
honors,
they
have
and
jason
can
speak
a
little
more
in
greater
depth
than
I
on
this,
but
they
have
done
away
with
the
ranking.
So
the
GPA
issue
has
changed
in
Montgomery
County
for
them.
J
So,
for
quite
a
few
years
now
in
Montgomery
County,
they
absolutely
do
not
rank
students
at
all,
even
upon
request.
So
there
is
no
class
ranking
system
in
Montgomery,
County,
County,
Public
Schools,
and
the
reports
back
from
them
indicate
that
it
is
working
just
fine
for
the
college,
admissions
process,
scholarships
etc.
J
Those
students
are
able
to
showcase
themselves
through
applications,
essays
resumes
and
their
students
are
doing
quite
well,
but
there
there
is
no
class
ranking
system
in
Montgomery,
County,
Public
Schools,
either
on
a
transcript
or
behind
the
scenes.
Even
in
their
computer
system
yeah
there
is
not.
There
is
no
valedictorian
salutatorian
and,
as
a
result
of
no
class
rank.
K
J
It's
a
great
question:
it
really
is
about
it's
a
really
great
idea,
and
we
really
want
to
do
it
sooner
than
then
later.
We
really
believe
that
it's
best
for
the
majority
of
our
students.
We
want
to
recognize
excellence
across
the
board,
regardless
of
what
program
of
study
you
choose
and
at
that
point
we
want
to
get
to
that
sooner
than
later.
J
That
would
potentially
lead
you
to
be
in
that
top
one
percent
and
potentially
number
one
or
number
two
in
your
class
that
doesn't
typically
impact
freshman
and
sophomore,
so
the
quicker
we
can
get
to
a
more
balanced
recognition
system
that
recognizes
all
of
our
students
for
this.
Their
outstanding
achievement,
I
think
that's
better
for
the
system.
K
Thank
you,
okay
and
then
my
last
question
would
just
be:
are
we
still
going
to
make
class
ranks
available
for
students
individually
if
they
still
want
to
see
that
since
it
won't
be
recognized
at
graduation
or
what's
going
to
happen
with
that,
so.
C
Our
intent
is
that,
in
fact,
if
they
needed
those
class
ranks
for
a
service
academy,
application
for
scholarships
competitive
scholarship,
some
require
a
rank
or
it's
desirable
to
have
a
rank.
We
will
be
able
to
offer
that
rank
to
the
to
the
students
for
any
process
they're
going
through
at
the
time
of
college
application.
Thank.
K
C
L
J
It's
an
excellent
question.
We
played
with
hundreds
and
hundreds
and
hundreds
of
transcripts.
We
built
a
model
that
we
could
kind
of
play
with
to
see,
but
we
had
several
criteria
that
was
really
important
to
the
committee
into
all
the
stakeholders
that
we
went
out
to
see.
We
initially
started
with
some
some
kind
of
give
knees.
If
you
will,
we
wanted
to
make
sure
that
we
recognized
approximately
twenty
percent
of
a
graduating
class.
We
didn't.
We
didn't
want
to
recognize
too
many,
but
we
didn't
want
to
recognize
too
few.
J
We
also
wanted
to
make
sure
that
we
had
students
from
any
student
group
have
the
opportunity
to
earn
honors,
and
so
we
also
want
to
make
sure
that
each
high
school
in
our
system
would
have
students
in
all
three
levels
of
the
laude
system,
and
so
we
we
kept
playing
with
it.
We
played
with
44
we
played
with
43
and
we
looked
at
three
graduating
classes
as
a
representative
sample.
J
So
we
looked
at
all
this
graduates
from
class
of
2014
class
of
2015
and,
most
recently,
the
class
of
2016
and
in
each
case,
the
numbers
that
you
saw
on
the
screen
tonight.
We're
very
representative,
summa
laude
comes
out
around
the
top
five.
Maybe
six
percent
of
the
class
magna
laude
comes
out
right
around
a
little
bit
more
than
that
62.
Maybe
seven
percent
of
the
class
in
laude,
very
similarly
about
six
or
seven
percent
of
the
class,
and
what
we
found
is
that
all
student
groups,
as
mr.
J
Alston
mentioned,
were
represented
in
that
most
of
those
students
all
had
A's
and
B's,
which
are
largely
attributed
to
outstanding
academic
achievement.
And
so
we
really
felt
comfortable
with
both
who
was
getting
the
recognition.
What
the
profiles
of
their
transcripts
looked
like
in
how
it
was
represented
in
all
of
our
high
schools
in
the
district.
L
My
I
also
wanted
to
comment.
I
want
it,
I
want
to
say
thank
you
so
much
for
doing
this,
because
I
mean
I
don't
know
if
you
remember.
L
How
could
you
possibly
be
19th
in
your
class
with
this
GPA
that
was
phenomenal
and
I
think
she
knew
everyone's
GPA
18
and
up
like
who
they
were
and
what
all
the
GPAs
were
and
I
thought
that
was
unhealthy.
It
seemed
wrong
to
know
all
of
that,
and
you
know
she's
telling
me
how
many
classes
everybody's
taking
and
what
they're
taking
and
why
they
can't
take
photography
and
that
worried
me.
L
It
didn't
seem
right
that
every
that
people
were
taking
15
and
16
and
17
AP
classes
so
that
they
could
be
at
the
top
of
the
class.
When
maybe
you
just
want
to
learn
how
to
take
a
picture
because
really
you're
going
to
use
that
a
lot
more
in
your
life
than
some
of
those
AP
classes
which
you're
going
to
take
in
college
anyway?
Isn't
it
it's
interesting?
You
said
the
school
system
in
North
Carolina
that
did
this,
isn't
it
Chapel
Hill
that
has
now
said
that
it
doesn't
matter.
L
C
So
I
can't
specifically
speak
to
north
carolina,
but
I
can
say
across
the
nation:
the
institutions
of
higher
education
are
really
changing
that
expectation
of
what
it
means
to
be
an
excellent
student
and
they're
changing
it
with
the
idea
not
about
grades,
because
they
still
want
to
see
excellence.
But
they're
saying
you
know.
We
need
to
see
that
you
challenge
yourself,
but
we
don't
need
to
see
an
unhealthy
challenge
right.
L
L
They
said
we
don't
need
you
to
take
15
AP
classes
in
high
school.
You
know
if
you've
taken
five,
we
recognize
that
as
being
an
AP
student
15
does
not
get
you
any
more
from
us
than
five
would've
and
I.
Think
that's
something
students
need
to
realize.
There's,
there's
no
reason
to
kill
yourself.
You
know
you're
16,
b,
16,
Thank.
H
I've
got
three
questions
which
I,
hope
or
quick.
Why
are
the
criteria
for
summa
and
magna
waited
and
the
criteria
for
laude
unweighted?
That's
the
first
question.
The
second
question
is:
have
any
of
the
jurisdictions
that
you
looked
at
outside
of
Maryland
adopted
these
Latin
honors,
the
three
traditional
Latin
honors,
but
maintained
the
valedictorian
and
salutatorian
status,
and
then
three
did
you
all
consider
that
as
an
option
so.
J
The
primary
purpose
to
the
laude
being
a
unweighted
GPA
is
we
have
some
when
we
did
all
of
these
kind
of
audits,
of
transcripts
from
the
class
of
2014,
15
and
16.
What
we
discovered
very
quickly
is
we
have
some
truly
outstanding
students
in
this
district
that
are
in
very
specialized
programs
such
as
mentioned
earlier
tonight,
cat
north
and
cat
south
that
don't
have
the
opportunity,
because
of
those
programs
to
be
in
advance
weighted
courses.
Sometimes
our
music
students
are
art
students,
a
lot
of
our
theater
arts
students
who
truly
excel
in
the
classroom.
J
In
these
really
awesome
programs,
don't
take
advanced
weighted
courses
and
their
transcripts
are
absolutely
phenomenal
and
we
wanted
a
recognition
system
and
are
proposing
a
recognition
system
and
ronak
county
public
schools,
where
any
student
would
have
the
opportunity
to
meet
that
standard
and
get
recognition.
It.
H
J
F
H
C
F
I'll
take
your
second
question:
did
your
six
year
old,
you're,
22,
you're
gonna
love
the
answer,
so
one
of
the
cool
things
about
working
on
a
policy
like
this?
Is
we
get
to
vetted
through
a
lot
of
different
groups,
and
you
asked
about
why
not
maintain
both
and
I'm
going
to
give
you
the
voice
of
parents,
kids
and
then
our
high
school
principals,
who
are
really
close
to
this
issue,
and
what
we
heard
from
those
groups
was
the
system.
F
What
the
new
system
does
is
honor
and
recognize
more
kids
for
all
the
right
reasons,
and
if
you
leave
that
other
system
in
the
background,
then
you're
overshadowing
the
purpose
of
bringing
the
new
one
in
and
I
have
to
go
back
to
this
wonderful
picture.
It's
that
you
have
three
different,
very
high
levels
in
the
honor
system,
a
34
unweighted
think
about
that.
F
A
34
unweighted
is
pretty
much
all
A's
and
B's,
then,
to
get
a
40
waited
you're
going
to
have
to
have
taken
some
challenging
courses,
but
still
have
done
well
and
then
to
get
a
4-3
waited
I
mean
to
see
the
transcripts
when
mr.
Dykstra
lay
them
out
were
like
wow
wow.
That's
quite
an
accomplishment.
So
to
have
that
be
the
new
goal
takes
away
everything
that
the
other
system
was
bringing
in
as
a
backdrop
and
a
distractor.
So
we
really
did.
F
We
said
we
do
have
to
honor
the
fact
that
some
of
those
kids,
the
juniors
and
seniors
have
already
done
some
course
scheduling
and
had
that
in
their
mind.
But
if
we
can
now
counsel
our
younger
students
into
taking
these
healthier
options
and
have
in
honoring
them
to
when
they
get
to
graduation,
it
would
be
a
much
better
option
for
our
students
and
did.
C
C
D
Shared
it
allows
the
students
to
participate
in
the
courses
that
are
their
passion
all
right,
so
it
shouldn't
be
that
you
have
to
choose
between
taking
that
orchestra
class.
You
can
be
the
second
seat
cello,
because
you
aren't
going
to
get
a
weighted
GPA
for
that
right
so
by
offering
both
unweighted
and
the
weight
it
allows
for
that
aspect,
but
then
also
with
moving
to
that
system
that
allows
for
students
to
pursue
their
passion,
to
pursue
their
love
and
be
that
well-rounded
student
that
we
all
want
our
children
to
be
I.
A
Think
this
is
fantastic
and
our
unweighted
GPA
standard
of
3.4
is
higher
than
the
standard
that
the
National
Collegiate
honors
Council
keeps
fraud
for
college
students
in
our
nation,
which
is
a
three
to
five.
So
we're
still
setting
the
bar
high
and
I
think
it's
exciting
that
we're
going
to
be
able
to
recognize
more
kids.
I
Want
to
say
thank
you
to
the
team.
This
has
been
a
conversation.
This
has
been
a
five-year
conversation
and
when
mr.
Dykstra
says
we
look
at
transcripts,
there
were
there
were
many
many
hours
spent
in
conference
rooms,
putting
students
transcripts
and
scores
and
lots
of
different
options
on
the
table,
and
so
I
want
to
thank
this
team.
It's
been
a
long
conversation.
Thank
you
for
your
hard
work,
and
this
is
it's
really
exciting
for
our
students.
So
thank
you
and.
A
How
cool
is
it
that
we're
going
to
be
the
first
ones
in
Maryland
to
do
it?
Awesome
I
I
just
want
to
point
out
that
the
30
day
comment
period
is
next,
so
the
public,
especially
including
our
students,
whatever
they
want
to
share,
please
encourage
them
krask
to
to
get
online.
We
don't
always
get
a
lot
of
online
traffic
on
policies,
but
this
is
one
we
want
to
hear
from
the
students
and
parents
as
well
so
that'll
be
next.