Can A Principal Ask A Teacher To Change A Passing Grade

Coronavirus (COVID-19) Main Web Folio

This information was prepared to help local educational agencies during the physical school closures and initial transition to distance learning which took place in Spring 2020. For updated guidance regarding reopening schools for the 2020-21 school year, delight run into Stronger Together.

Over the form of the last several weeks, local educational agencies (LEAs) have begun to develop and implement distance learning plans for students. While physical school sites are closed, learning is continuing through these alternative platforms. Many parents and students have had questions about how students will be graded for interrupted courses being completed through distance learning, whether courses tin be graded as pass or credit instead of assigned letter grades, and the impact of those decisions on college admissions and loftier schoolhouse graduation requirements.

The following FAQs provide guidance for grades, grading, and graduation requirements. It is anticipated that this guidance will be updated as further information becomes available.

1. Can LEAs require graded work from distance learning students?

Yes. The decision of whether or non to require graded work from students is a local one. At that place are a multifariousness of considerations for LEAs to counterbalance as they review their grading policies during the transition to distance learning. LEAs should weigh their policies with the lens of equity and with the main goal of offset, doing no harm to students. Further, the distance learning grading plan that LEAs prefer in the short term may differ from a plan that is created for the long term.

2. Can LEAs implement alternative grading systems, including a credit/no credit option or an A–C or A–D calibration? What central considerations should an LEA weigh when determining grading policies for distance learning?

There is nothing in the California Education Code which governs whether a class can be offered as credit/no credit, laissez passer/fail or a modified A–D. Given the circumstances of COVID-19, some districts are considering a variety of options.

If districts consider modifying their existing grading systems, they should consider the following:

• How to deploy new altitude learning and grading policies in consultation with the local bargaining unit and every bit reflected in locally negotiated agreements.
• How to conspicuously communicate changes in coursework or grading policies to staff, students, and families, including the new grading criteria and how changes to the grading system will bear upon GPA calculations.
• How to ensure that grading policies hold students harmless for their bound grades and the transition to distance learning.
• How grading policies take the needs of all students into account, including those of English Learners, homeless and foster youth, and those with differing access to digital learning and other tools or materials. Equally indicated in Appendix one, there are many different ways students can demonstrate understanding of the standards. Teachers tin can give students a range of options in how they demonstrate their understanding of essential standards, allowing them to utilise strategies, technologies, or platforms with which they are already familiar and that fit their differing context and needs.

For students with disabilities, whatever changes to learning strategies or grading policies should, as appropriate, be done in conjunction with the student's Individualized Teaching Program to ensure that the changes respond to their learning needs. Grading policies will likely differ for alternative schools, such equally continuation schools and schools serving incarcerated youth, who may besides need differentiated learning and class strategies.

3. If an LEA switches to a "credit" or "pass" instead of a letter grade, how will that affect a student'south admission to UC or CSU?

Leaders of CDE, the Land Board of Education, and each of the higher education segments who are function of the Governor'southward Council for Postsecondary Education––the Academy of California, California Country University, and Community College systems and the Clan of Independent Colleges and Universities––have been coming together to talk over the impact of school closures on this twelvemonth'southward high school students to make certain that students are held harmless from any impacts of school closures.

The university systems are willing to have credit/no credit grades in lieu of alphabetic character grades for all courses, including A–G courses, completed in wintertime/spring/summertime 2020 for all students. Grades of credit/no credit volition non affect the UC or CSU calculations of GPA. In addition, the universities have identified a range of other flexibilities they will offer to support students' access to college during this fourth dimension. Delight see the joint statement betwixt the colleges, universities, State Board of Pedagogy and the Department of Education (PDF). For more specific information from each of the colleges and universities please see below links:

• Academy of California (UC)
  The University of California'due south Response to COVID-19: Admissions and Financial Assist (PDF)
• California State University (CSU)
  COVID-19 Acting Impacts on CSU Undergraduate Admissions Policies and Practices (Updated 09-Apr-2020; PDF)
• Community College letter of the alphabet
  California Community Colleges Guidance Letter (PDF)
• Association of Independent California Colleges and Universities (AICCU)
  AICCU Institution Activities to Serve High Schoolhouse Juniors and Seniors (PDF)
  

4. How is dual enrollment impacted past credit/no credit grading?

Dual enrollment policies, including grading, will exist determined based on the understanding between the educational agencies (usually between a high school and a community college). LEAs should work with their partner colleges to make whatever necessary modifications.

5. As an LEA transitions to a distance learning platform, when should grades outset being assigned?

The transition to distance learning, including when instruction and grading resumes if it has been halted, is a local determination. LEAs should develop a timeline using stakeholder input to clarify how distance learning is beingness implemented, including when and how grading of educatee work volition begin.

For example, San Diego Unified offered a full list of online learning resource by grade level and subject field in an enrichment capacity when district schools get-go airtight. The commune then announced the launch of online learning and grading on Apr 27 using the coming weeks to prepare teachers, platforms, and curriculum.

The Elk Grove Unified School District utilized the menstruation of school closures to set up its alternative learning and educational services programme. During this time grading was halted every bit instruction was non provided. The district utilized the transition fourth dimension to approve a Memorandum of Understanding with its educator union, plan for providing essential technology needed for students, and modify its instructional agenda for the 2019–20 schoolhouse year.

Natomas Unified Schoolhouse District has provided an outline of cardinal milestones for distance learning and guidance for grading in its digital learning rollout.

6. Given the continuation of distance learning for the balance of the school yr, how should LEAs assign grades/credits for the bound 2020 semester?

As noted above, the assignment of grades and credits is a local decision made in consultation with teachers. Mostly, grades are a calculation used to represent pupil achievement and learning that is managed differently in different schools and districts. Local educators volition need to determine the fashion grades can or will exist determined to illustrate overall performance. Considerations for making this determination should seek to support students in preserving the progress they fabricated prior to schoolhouse closures and enabling them to demonstrate further learning in means that are appropriate to their context. Educators may demand to consider their overall learning goals; culling ways of administering tests, projects, and other assessments; adaptations to assignments; revised weighting in individual teacher gradebooks; and prioritizing the cess of pupil mastery of essential standards.

7. What if a educatee gets sick and misses assignments?

LEAs and teachers establish policies for how students can make up late or missing work due to disease. Schools and teachers should reevaluate existing policy and make necessary changes based on the unique demands of distance learning, taking into account the need to be flexible given the public wellness crisis.

8. May a pupil employ an existing virtual schoolhouse program to complete courses?

It is a local governing board conclusion whether or not to award credit for courses completed outside of the district. A variety of courses are available online, including those that are grounded in the Common Core Land Standards adopted by California and that encounter A–G requirements.

Resource

• Complimentary Access to University of California A-M Online High Schoolhouse Courses (PDF)
• Online Advanced Placement Courses
• Online High School Courses and Materials for All Core Subjects
• Common Core-aligned High Schoolhouse Mathematics Assignments, by Class and Topic
• Stanford On-line Civic Reasoning Curriculum
• High School History Education Units and Materials
• National University Virtual High Schoolhouse: High Schoolhouse Courses in All Content Areas Free to All CA Students, April – June, 2020
  • National Academy Virtual High School Course Listing
    

Districts should conduct a careful assay of these courses and consider awarding credit where appropriate.

ix. What are the minimum graduation requirements in California?

The California Educational activity Code establishes a minimum set of requirements for graduation from California high schools. Delight meet the California Department of Education (CDE) Graduation Requirements web page for course information.

It is expected that LEAs will enable students to complete state graduation requirements with needed flexibilities associated with the nature of assignments and fashion of grading during any period of school closure.

A schoolhouse district governing board, canton lath of education, or authorizer on behalf of a charter school may submit a request for a waiver of the state graduation requirements to the Land Board of Education for specific students. Pursuant to the Instruction Lawmaking, the employee association must have an opportunity to participate in the development of the waiver and the waiver must be approved at a public hearing of the lath. More data on the SBE waiver process can be found on the CDE Waiver web page.

x. Tin can LEAs modify local graduation requirements that exceed the state's graduation requirements?

Many local governing boards have adopted a policy setting graduation requirements beyond the state's requirements in the Instruction Code. The local governing board has the authority to revise that policy and modify those boosted requirements.

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Appendix: Distance Learning Grading Guidance for Teachers

What constitutes "gradable" work in distance learning? What can I collect from students in order to provide feedback, evaluate learning, and inform next steps?

Assigning a grade in a distance learning context might require teachers to reconsider the kinds of materials they provide to and have from students. Online resources, mobile applications, and spider web platforms can assistance teachers provide flexible means of furthering didactics. When students are working at home from other materials, these can be shown or displayed by photographs fastened to text messages where computers are not used or accessible. Some districts are besides using school buses to drib off and pick up difficult copy piece of work in cases where packets of work are the norm, or having piece of work delivered to and picked upward from the school.

Examples of Platforms and Means for Demonstrating Learning

• Slide-Based Presentations
• Platform options include PowerPoint, Prezi, and other presentation platforms. These can be presented in real time or recorded. Students can include talking points or presentation scripts in the slide notes or in a dissever document.
• Video Recordings
• Platform options include videos uploaded to YouTube or recorded videoconferences. Popular apps like Tik Tok can also be used.
• Posters, Tri-Folds, Models, and Dioramas
• These can be presented using a video (live or pre-recorded) or digital photographs with an attached verbal or written narrative caption.
• Audio Recordings and Podcasts
• Platform options include Audacity, Garageband, and other free sound recording software. These can as well be used for performance-based courses like ring/music, choir, theater, or speech and argue.
• Illustrations (flow charts, diagrams, collages, comic strips, infographics and other visual presentations) completed digitally using illustration software or can be scanned or photographed and uploaded. The Google Bulldoze App tin can be used to scan and upload a smartphone camera.
• Free infographic platforms include Canva, Visme, and Piktochart, among others.
• Dialogue, Monologue, or Other Performance can be submitted in writing or recorded and submitted digitally.
• Discussion Threads, Journaling, or Interactive Notebooks through a shareable platform similar Google Docs or through Google Classroom

LEAs should consider the post-obit key considerations every bit they work with their staff to develop grading policies:

• Does the distance learning programme adequately address access and equity for all students? Does the plan provide access to content and instructional back up for all students?
• How can teachers apply formative assessments (assessments for learning) and summative classroom assessments (cess of learning)?
• Does the plan provide a transition menstruum for students to receive back up on the engineering aspects of the course?
• How will students be provided with meaningful feedback to permit for multiple opportunities for success in demonstrating their learning? How will you connect with each student?
• What are the cardinal activities/deliverables that can demonstrate student cognition and mastery of standards? Which less informative activities/deliverables can be eliminated or modified?

Concluding (Semester 2) Grading Options

LEAs have the authority to determine how final grades will exist assigned, and teachers have concluding discretion when assigning grades. In that location are several options for LEAs and teachers to consider and several factors that should be weighed before making a decision. The post-obit is a non-comprehensive list of options that LEAs take considered and considerations associated with each option.

Final Grading Options	Factors to Consider
Distance Learning Online Teachers will continue to provide instruction, assignments, and assessments using online tools and resources. Last grades will be determined using all assigned work through the end of the semester.	How will teachers be given time to prepare for the transition to full-time distance learning? How volition professional person development exist fabricated available for teachers? Practice all students and teachers accept access to the necessary technology and materials? Are at that place non-digital alternatives that can be provided, such as printable packets or workbooks? How will technical support be provided? How will tutoring and interventions be provided to students? How volition assignments and due dates exist communicated? How volition completed work exist nerveless? How will vulnerable populations, including foster youth, students with disabilities, homeless youth, and English language language learners, be supported?
Utilise Electric current Grades Assign final grades based on students' 3rd-quarter grades or students' grades when the schoolhouse shutdown occurred, with opportunities to increase the final grade.	How will students with a D or F in a grade exist given opportunities to raise their grade (e.k., through distance learning assignments, extra credit or example-by-case contained study option)? How will content in sequential courses (due east.g., math or strange language) that may not be fully covered this semester exist taught to students who accelerate to the next course level in the autumn?
Consider Student Opt-Out of Grade Allow students to opt out of completing a class. Their form would remain an incomplete until they could consummate the grade via independent study, online credit recovery program, or some other option.	What volition the timeline be for completing an incomplete grade? What options volition be available to students for completing a course?
Allow Students to Opt-In to Independent Study Permit students to choose whether they want to accept their electric current grade or continue via independent report.	At the secondary level, will students be able to opt-in to contained study for individual courses? Volition this option exist available for some or all courses? Will teachers determine whether an independent report selection is appropriate for their course, or will administrators decide? If students do not fulfill their responsibilities, will they be graded on the work they have completed or given an incomplete? What supports will teachers need to provide students? How will assignments and due dates exist communicated? How will completed work be nerveless? How will vulnerable populations, including foster youth, students with disabilities, homeless youth, and English language learners, be supported?
Laissez passer/No Laissez passer or Credit/No Credit Grading Option Students will receive a pass/no pass grade for a course.	How will students be held harmless so that these grading approaches do not negatively affect their GPA or eligibility for program placement (including AP or honors courses)? What constitutes a "credit" or "no credit" grade? Who determines the criteria, and will those criteria be consistent for all courses or subject to instructor discretion? Will students who receive a "no credit" grade have the opportunity to submit actress credit or revise assignments to ameliorate their course? Volition there be offer an choice for students to petition the school for a grade?
Standards-Based Grading Students volition be assessed on essential standards using a rubric model instead of percentages.	Which standards are considered essential? How will standards mastery be assessed? Will students have multiple opportunities to demonstrate understanding? What platforms and media will students be able to utilize? Will the standards-based assessment include multiple metrics (like a portfolio composed of a drove of student work) or a single metric (like a multiple-pick concluding exam)? Will students take a pick in how they demonstrate their learning? How will students exist provided the necessary instruction and guidance to chief the essential standards? What interventions will exist used for students who struggle to meet the essential standards? How will assignments and due dates be communicated? How will completed work be collected? How volition vulnerable populations, including foster youth, students with disabilities, homeless youth, and English language learners, be supported?
Last Grades for Career and Technical Education (CTE) and Performance-Based Courses Some courses include a requirement that students obtain a certification, participate in a performance, participate in a competition, consummate a gear up number of hours of training or volunteer work, or complete another job to demonstrate that they take mastered a given skillset.	Teachers of functioning-based and CTE courses should consider the post-obit: What are the essential skills students should master to demonstrate course completion? How can those skills be demonstrated by students? What resources are available to students (e.g., does a theater educatee have access to sound/video recording tools)? Volition students have the opportunity to complete those tasks remotely (e.g., recording a musical performance)? Will students have additional opportunities to complete those tasks in the near future (e.g., postponing a performance until the fall)? Can task expectations tin can be reasonably modified while achieving the same course objective (east.g., reducing the number of required volunteer hours or expanding volunteer options to include opportunities that allow for social distancing)? Are at that place are alternative tasks students could complete (e.g., preparing a presentation or completing a research consignment instead of participating in a debate competition)?

Notation: FAQs almost the closure of schools in response to COVID-xix, Course J-13A, the reporting of omnipresence for circulation, and instructional fourth dimension are bachelor.

Last Reviewed: Wednesday, Apr 6, 2022

Source: https://www.cde.ca.gov/ls/he/hn/gradegraduationfaq.asp

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