The information below is the same as found in the drop down questions above, in a pre-expanded format. 

What are the pedagogical benefits of standards-based instruction and  grading?  

In standards-based instruction, teachers give frequent, specific feedback to students. Quality feedback accelerates learning. Instead of teachers traditionally stating a student did poorly on unit 1 or earned a 75%, teachers must be intentional to provide feedback about the task performed, skill used, or the knowledge demonstrated based on the standard.  For example, stating to students that they did not demonstrate an understanding of chemical and biochemical processes, specifically protein synthesis, is more helpful than stating that the student failed the Unit 1 test. This helps students understand their areas of improvement and helps them understand where to improve to reach the next level. Overall, our goal is for grades to be accurate, consistent, meaningful, and supportive of learning.

How does standards-based grading take into consideration those with disabilities and/or those who don’t test well, as class assignments and homework are non-graded work? 

Assessments are not only tests. Assessments come in a variety of formats: essays, short answers, exit tickets, projects, presentations, labs, quizzes, oral responses, etc.  After a student has had the opportunity to practice and has received feedback, an assessment of their knowledge can occur.  The goal of ungraded practice is to provide the opportunity for students to practice without being penalized. Teachers are to use a variety of assessments, beyond just tests, to determine what students know and are able to do.  

Will teachers still assign homework to students?

Homework serves a positive purpose for learning and supports the instructional program. Homework is often a vehicle through which students practice, apply, and/or elaborate on content that they are currently learning. It may also be used as preparation for learning new content.

What incentives exist for students to complete ungraded work? 

The purpose of practice is to monitor a student's progress toward mastery of essential course skills and standards. These student learning experiences prepare students for culminating learning experiences/assessments. Teachers will use practice to provide ongoing feedback to students toward mastery of specific skills, identify areas of need, and inform instructional practices. Students will use practice to identify their progress towards mastery, target skills that need more practice, set goals, and advocate for their learning.

How are teachers providing feedback on homework and other assignments so that students are prepared for the assessments? 

Feedback is provided in a variety of ways. Teachers can provide comments or written feedback, have verbal conferences, and/or do whole-class reteaching. Teachers can enter practice grades in SIS and regularly provide feedback to the parents and students on how students are performing in class. 

What is the expected timeline for students to receive feedback from teachers? 

Feedback on practice should happen during the class in which the practice is performed or the next class period. For summative assignments, teachers are expected to grade each assignment by standard and post the grades to the electronic gradebook within seven school days after the due date with the understanding that major projects/papers may require additional time to ensure quality feedback.  If more time is required to provide feedback, teachers will notify students in advance.

What happens if a student is absent?

Attendance is critical to student achievement. Being on time to class is important at Herndon High School. When students arrive to class on time, teachers can start class with minimal interruption and maintain the momentum of their instruction. It is essential to student learning and achievement that absences, even excused, be kept to a minimum. 

Students are fully responsible for completing any missed assignments. Each day of excused absence affords one school day of makeup work opportunity. Students have a maximum of ten days to make up work missed during an excused period of absence; however, the period of time allowed to make up work may be extended at the discretion of the teacher. Makeup work for excused absences is graded and recorded in the grade book by teachers without penalty to students. For an approved pre-arranged absence, a student may request assignments in advance of the absence. Teachers will provide regular or alternative assignments in advance of the absence, when feasible. Following any absence, including a prearranged absence, students should make arrangements with individual teachers for makeup work.

How is  grading  communicated to college admissions? How will this affect a student's ability to get into a college when they are competing with students in the district or state? 

We send a school profile to every college that a student applies to, which includes information specific to Herndon. How grades are calculated at the school level is not an area of interest for college admissions. Attending a school with standards-based instruction and grading will in no way impact college admission processes. In general, admissions departments are looking for program of studies (courses the student has taken), GPA, and grades in specific courses.  The final mark for courses is the grade of record.  

How will transcripts look? How will this affect GPA calculation?

Students will still receive letter grades, so transcripts will look the same. Since students still receive a final letter grade for each course, there is no impact on GPA calculation.

How is student effort being graded? 

Non-academic factors, such as attitude, effort, and participation have always been and will continue to be important to a student’s success.  We will continue to stress these skills; however, per FCPS grading guidelines, student effort and behavior are not to be calculated into a student’s grade. In FCPS, work habits must be separated from the academic achievement grade.  

Does standards-based instruction and grading lead to grade inflation? 

Grade inflation refers to students receiving grades that are artificially higher than what is earned. In standards-based instruction and grading, it is expected that students demonstrate learning in each standard. Standards-based grading/instruction does not decrease rigor or assign higher grades to lower quality work. Rather, standards-based grading/instruction and grading provides more specific feedback about where student learning needs to improve so that students have a better idea of how to perform better. Our goal for all students has been and continues to be for them to achieve mastery on all standards in their courses.

Who do I contact if I have a question about grading? 

Students should talk to their teacher if they have a question about a grade. If there are still concerns after the student has contacted the teacher, parents should communicate with the teacher directly. The expectation is that teachers respond to messages within two business days. You may also contact your child’s school counselor who can help facilitate a conversation with the teacher.