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COVID-19 Daily Community Update - 4.13.20
Posted on 04/13/2020
April 13, 2020
Since our transition to remote learning due to COVID-19, many experts have suggested how grading will adapt to these trying times. Grading is frequently defined as "student engagement with learning." The Colorado Department of Education defines student engagement as “the visible quality of students’ interactions with peers and adults, learning activities, and academic tasks." Moreover, for many students, academic engagement is motivated by the grades they will receive for their participation in class, the grades assigned to student work, and assessment results. In a remote learning environment, there are many unknown variables that can contribute to students' ability or inability to engage. Due to this uncertainty, we have organized the following guidance to support schools with grading at each level.
High Schools
The grade a student earned as of the grading period concluding prior to March 13, 2020 (the day before our first week of remote learning), will serve as the lowest possible grade a student can receive for this semester as long as students continue to participate (*see below for more on participation). The specific determination of this grading period will be a school-based decision (examples include quarters, trimesters, semesters). Students will be able to improve upon this grade for the remainder of this semester. Additionally, a student can work with the school principal, or designee, to move their grade to a credit/no credit indicator on the transcript. For this semester, all F grades will be transcribed as “no credit;" seniors will need to work with their principal, or designee, before May 1. All other students currently enrolled in high school can initiate the credit/no credit option up until June 5.
There are a few exceptions in high school concurrent and dual enrollment classes. Please refer to your school for more information.
Middle Schools
Student engagement with teachers and academics during this time is the foundation of remote learning practices at the middle school level, and we know students will continue to engage in remote learning for the remainder of this school year. To that end, the grade a student earned as of the grading period concluding prior to March 13, 2020 (the day before our first week of remote learning), will serve as the lowest possible grade a student can receive for this semester as long as the student continues to participate (*see below for more on participation) . The specific determination of this grading period (examples include quarters, trimesters, semesters) will be a school-based decision. Students will be able to improve upon this grade for the remainder of this semester by participating in remote learning. Definitions of participation should include demonstrating progress towards mastery of content standards.
Elementary Schools 
For the first two trimesters, elementary students received report cards prior to shifting to remote learning. Since the shift, and for the duration of the third trimester, students and teachers have exclusively engaged in remote learning. Because of this shift, grading for the remainder of this academic year will focus on more qualitative feedback from teachers. The end of year report card will note in the comment section the progress the student has made in meeting remote learning expectations during the third trimester. Additionally, the report card will note if the student will be promoted to the next year's grade.
Charter and Innovation Schools
Each charter school will determine its own grading policy in collaboration with their leadership teams, and information about grading will be communicated to families by each charter school.
*Regarding "participation:" While these guidelines for grading are designed to support students across Jeffco Public Schools, the definition of participation and the determination of the concluding date prior to remote learning (middle school and high school) are school-based determinations. More specific information on these two topics will be available from your school.
For more information or specific questions about your student's particular situation, please contact your child’s teacher or school.
Student Engagement Reporting During Remote Learning
Since the implementation of remote learning, we are practicing continuous improvement to meet the needs of teachers, students, and schools. As we have moved beyond the initial transition phase of remote learning, we are now supporting schools in implementing refined attendance and engagement monitoring practices.
Because of our new learning environment, we are adjusting the metric for measuring attendance and engagement to better align with this new asynchronous learning model. This includes the following guidelines:
  • Teachers are expected to monitor/track student engagement on a daily basis.
  • Schools will verify each student’s engagement for the week in Infinite Campus by the following Monday.
  • An absence recorded during this remote learning period indicates a student has not engaged in remote learning within the week.
  • The attendance autodialer has been turned off; families will not receive attendance calls.
  • Principals will be responsible for ensuring teachers are monitoring/tracking student engagement on a daily basis and ensuring student engagement is verified in Infinite Campus on a weekly basis.
Student Engagement Best Practices for Remote Learning
  • Student engagement can be defined in a number of ways: online communication, completing assignments, preschool parent engagement, and others as defined by teachers and schools.
  • Schools and teachers should not impose a higher standard of student participation in a remote learning environment than the seat-time requirement of being present for attendance purposes.
  • Schools should communicate a consistent message on what student engagement means for their students and families, as well as remind/encourage families to check grade/engagement progress in Infinite Campus Parent Portal.
  • Schools are expected to have a plan to follow up with students who are not engaged (indicated by an absence).
  • Principals and community superintendents will monitor plans and engagement tracking.
  • Staff in the Student Engagement Office and Student Services have partnered with school leadership to provide student engagement and attendance intervention guidance and resources for schools.
  • For students who need mental health support, school staff can engage Jeffco’s Student Success Office to provide assistance.
If you have further questions about attendance and engagement tracking in your school, please contact your child’s teacher or principal.
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