Grading Policy Review Update

Oakwood Community,

We are excited to share our work on the grading scale has reached its next milestone.  Our expert team has finalized its research and has made its recommendations to the District on how to maintain and enhance our fair and accurate grading practices.  We believe it has been important to engage the school community throughout this process and are glad to have this opportunity to share these recommendations.

Prior to 2004, Oakwood Schools did not have a common grading scale. At that time, in the interest of having fair and accurate grading practices, District leaders decided to implement an 8-point scale at the Junior High and High School.  This scale was appropriate at that time and has served us well for 17 years.

Since then, public schools have been shifting toward using an industry-standard 10-point scale.  At the same time, others in the field of education have begun exploring more standards-based grading, evaluating students on their mastery learning and competency.  

During the past several months, we have been engaged with a team of nationally known and highly qualified grading experts to continue the important work of evaluating our grading scale.  

The experts have made the following recommendations and created a roadmap they believe will best serve our students, families and staff for the next several years:

• Transition from the current 8-point scale to a 10-point grading scale in grades 7-12 beginning with the 2021-22 school year.  
  • I will recommend this change to the Board of Education at the regular board meeting Monday, July 12, 2021. 
  • Please note the Kindergarten through 6th grade standards-based report card system we have been using and transitioning to for the past several years will continue unchanged.
• Study the 4-point (ABCDF) scale.  
  • We will formulate a district-wide Professional Learning Community (PLC) on fair and accurate grading with an annual review process.
• Contract with a fair and accurate grading trainer.  
  • We will begin our study utilizing our internal experts and resources and will contract with an outside expert when prudent.
• Conduct two Plan, Do, Study, Act (PDSA) Cycles on the 4-point scale.  
  • We will utilize the PDSA protocol during the course of our study.

During this extensive evaluation process, the Administrative Team, teachers, APAC Committee and Expert Team also considered the chromatic grade scale. Chromatic grading refers to the practice of issuing different GPA quality points within a letter grade range for grades with a plus (+) or minus (-).  The chromatic scale is less accurate and focuses on points versus learning, creates more nuances, increases subjectivity and error, generates more stress for students and teachers, and is in direct opposition to the direction toward mastery learning the education field is headed.  Therefore, chromatic grading is not recommended by the Expert Team and will not be part of my recommendation to the Board. 

We will continue to study and explore the concept of competency-based and mastery-based systems of evaluations like the 4-point scale, and the effect of zeros.  We will also monitor our progress on the 10-point scale implementation, being mindful of the goal of maintaining fair and accurate grading and cautious of the possibility of unwarranted side effects.

We have scheduled a Special Meeting of the Oakwood Board of Education for 6:00 p.m. Monday, July 12, immediately prior to the regularly scheduled board meeting at 7 p.m.  At the Special Meeting, the Expert Team will present its findings, insights and recommendations.  There will be time to provide feedback and ask questions.  A video of the presentation will be posted to the website for those who are unable to attend the meeting.  Please visit the Oakwood Board of Education web page at https://www.oakwoodschools.org/district/board-of-education for log-in information and additional details.

I believe, when combined with the changes we made last summer to adopt a Latin Honors system and to provide an add-on for our honors courses, the 10-point scale and continued study and professional development on fair and accurate grading will be what is best for our students.

Thank you for your continued support and engagement.

Kyle Ramey, Superintendent

Grading Policy Review Core Team Update Regular Meeting of the Board of Education, June 14, 2021 7:00 p.m. 

1.  Our strategy remains on plan and schedule. The GPRC Team continues to track the schedule previously outlined by the Board of Education Dec. 14, 2020, and as captured in the expert team's Project Process below.

2. Since the May 10, 2021 update, the expert team has remained engaged in community feedback, has diligently reviewed all information, research, and data compiled, and has developed a community survey designed to test potential solutions.

3. On June 11, 2021 the Oakwood community (using the District's group email listserv regularly used and maintained) was emailed a link to the survey prepared by the expert team and invited to participate and offer comments. The link was also posted on the District's website. 

4. The survey will remain open through June 18, 2021, after which the expert team will reconcile the feedback presented. 

5. Subsequently, the expert team will prepare and share with members of the Board of Education its report and preliminary recommendations that will intend to align its aggregate findings with best-practice methodologies and research-based learning pedagogies. That effort will close by July 8, 2021 to allow the Board of Education to consider the report and recommendations submitted.   

6. On July 12, 2021, consistent with board policy, the Board of Education will announce those, if any, changes to the current grading system that are found to "assure a clearer, more valid, or more reliable system of grading," and which align with the ongoing mission and vision of the Oakwood City Schools.    

7. Project Process:ery 

Phase 1: Notice Oakwood: Data review + executive summary draft one completed 

Phase 2: Empathize with Oakwood: Interviews, Surveys, and SWOT completed 

Phase 3: Define and Ideate for Oakwood: Process data + implications by May 1, 2021

Phase 4: Prototype solutions with options for Oakwood: Completed by May 17, 2021

Phase 5: Test solutions for Oakwood BOE:  By June 1, 2021

Phase 6: Reflect on solutions with the BOE + Community:  June 14-July 8, 2021

Phase 7: Final roadmap presentation for BOE on July 12, 2021 

8. Next Update: Regular Meeting of the Board of Education, July 12, 2021 7:00 p.m. 

Grading Policy Review Core Team Update Regular Meeting of the Board of Education, May 10, 2021 7:00 p.m. 

1. Strategy remains on plan and on schedule The GPRC Team continues to follow the schedule previously outlined by the Board of Education.

2. During the past 30 days, the expert team developed a customized, community engagement strategy that intended to complement its benchmarked research and data discovery. The team then implemented and completed its strategy, which largely consisted of a series of diad and triad interviews and tailored surveys. Thanks to all who participated and leaned into this process.

3. Immediate Next steps: Per schedule, the expert team will review the information compiled and begin to reconcile all of it into a final assessment, which will include, amongst other things, findings, data, proposed recommendations, and conceptual solutions for the board's review and consideration.

4. Project Process:

Phase 1: Notice Oakwood: Data review + executive summary draft one completed 

Phase 2: Empathize with Oakwood: Interviews, Surveys, and SWOT completed 

Phase 3: Define and Ideate for Oakwood: Process data + implications by May 1, 2021

Phase 4: Prototype solutions with options for Oakwood: Completed by May 17, 2021

Phase 5: Test solutions for Oakwood BOE:  By June 1, 2021

Phase 6: Reflect on solutions with the BOE + Community:  June 14-July 8, 2021

Phase 7: Final roadmap presentation for BOE on July 12, 2021 

5. Next Update: Regular Meeting of the Board of Education, June 14, 2021 7:00 p.m. 

Grading Policy Review Core Team Update Regular Meeting of the Board of Education, April 12, 2021 7:00 p.m. 

1.    Expert  Team first  identified in our March update
(https://www.oakwoodschools.org/fs/resource-manager/view/3fa4d80c-2d7a-4ec8-aaa9-dfd4b382f56a)  all under contract, actively engaged, and working collaboratively,as designed and intended.

2.    GPRCT and Expert  Team have met  several times and have: (i) aligned and agreed upon experts’ preliminary assessment  of the GPRC Team’s proposed scope of engagement; (ii) produced and reviewed the district/community’s previous work completed and stakeholder identification; (iii) and confirmed the look-ahead schedule.

3.    Upon an established rubric and criteria, the Experts have completed their assessment of local, regional and national grading policies to validate and benchmark current  state.

4.    Under  the guidance of the Expert  Team, a  representative slate of community and district  candidates have been identified for interview and survey inquiries and will be invited to participate with the Experts during the month of April. The district  will soon be  contacting each individual identified to softly introduce the Experts after which the Experts will follow up with an invitation to participate and next  steps.

5.    Project  Process:

Phase 1: Notice Oakwood: Data  review +  executive summary draft  one completed

Phase 2: Empathize with Oakwood: Interviews, Surveys, and SWOT completed

Phase 3: Define and Ideate for Oakwood: Process data  +  implications by May 1, 2021

Phase 4: Prototype solutions with options for Oakwood: Completed by May 17, 2021

Phase 5: Test  solutions for Oakwood BOE: By June 1, 2021 

Phase 6: Reflect  on solutions with the BOE +  Community: June 14-July 8, 2021

Phase 7: Final roadmap presentation for BOE on July  12,  2021 

6.    Immediate Next  steps: Experts to conduct  interview and survey-based data aggregation, and process and synthesize to complete scoped process and findings.

7.    Next  Update: Regular Meeting of the Board of Education, May 10, 2021 7:00 p.m.

Grading Policy Review Core Team Update Regular Meeting of the Board of Education, March 8, 2021 7:00 p.m. 

1.  Strategy remains on plan and on schedule
The GPRC Team continues to follow the schedule outlined the Board of Education.

2.  Anticipated Expert Team nearing selection
The GPRC Team recently met (virtually) with the intended slate of experts during an introductory meeting to discuss the proposed strategy and objectives, to meet one other, and to review the procedural history of the effort to date. Following a very good preliminary discussion, the GPRC Team expects the following experts to work with the district over the course of the next several months:

•Mr. Bryan Setser, Founder and CEO of the Setser Group. Mr. Setser leads a talented team that designs and executes leadership for change and innovation for k-12, higher education, and the future of work. He is a long-time k-12 practitioner having served as a teacher, principal, and as the nation’s first Chief Quality Officer at the Baldrige Award Winning district Iredell-Statesville. Mr. Setser is a leader of solutions practices working with multiple k-12, higher ed, and workforce clients in over 30 states and 6 countries. With significant results and experience on remote work and online learning to organizational development and edu-business models, Mr. Setser and his team help organizations improve so they can innovate towards the organizations they need for a more sustainable and equitable future.

•Dr. Douglas Reeves, Founder of Creative Leadership Solutions. Dr. Reeves has worked with education, business, nonprofit, and government organizations throughout the world. The author of more than 30 books and more than 80 articles on leadership and organizational effectiveness, he has twice been named to the Harvard University Distinguished Authors Series and was named the Brock International Laureate for his contributions to education. Dr. Reeves received both the Distinguished Service Award from the National Association of Secondary School Principals and the Parent's Choice Award for his writing for children and parents.

•Dr. Thomas H. Stein, Scott Healy & Associates. Dr. Stein has 38 years of experience in enrollment management and marketing with extensive knowledge in admissions, financial aid leveraging, and creative marketing and branding. He has been successful with enhancing enrollment operations at private comprehensive universities and private liberal arts colleges. Dr. Stein has been involved nationally and regionally with NACAC, College Board, various ACAC’s serving as a delegate, speaker, presenter, and officer. He has served as a SACS accreditation team member. Dr. Stein’s specific areas of expertise include integrative marketing and branding, financial aid leveraging, out-of-state market development, direct mail campaigns, operations, data management, engaging faculty, staff, and students in recruitment, and working with CRM's.

3.  Immediate next actions
GPRC Team and Expert Team to meet (within next week) to: (i) align experts’ preliminary assessment of the GPRC Team’s proposed scope of engagement; share the district/community’s previous work completed and stakeholder identification; and confirm look-ahead schedule; and (ii) release experts to begin their review, diligence and assessment.

4.  Next Update:Regular Meeting of the Board of Education, April 12, 2021 7:00 p.m.

Grading Policy Review Core Team Update Regular Meeting of the Board of Education, Feb. 8, 2021 7:00 p.m. 

The Grading Policy Review Core Team has met twice. The group will provide high-level updates to community members during the regular monthly meetings for the BOE and posted on the BOE website. 

1. Since the Board outlined its plan in December 2020, the Grading Policy Review Core Team has been assembled. Members are BOE President Todd Duwel, Superintendent Dr. Kyle Ramey and Stephanie O'Hara. 
    
2. The Team has met twice to discuss where the review has been and has developed, reviewed and agreed upon a process and schedule to guide further work. 
    
3. As part of the plan, the Team has researched (upon a set of agreed upon goals) and now identified a proposed slate of auditors. The Team is currently vetting and completing due diligence. Engaging independent auditors is a typical District practice (and best practice) commonly used to assess the efficacy of curricular and other program. The Team plans to confirm that slate and meet with the auditor team (most like three members) sometime during the final week of February. 
    
4. During that meeting, the Team will confirm the purpose of the effort, the scope of the engagement, define the schedule, and affirm the Guiding Questions intended to assist with immediate interests and long-term interests. 
    
5. The Team will continue to offer updates, likely during the Board's Regular Meetings throughout the next six months. An aggressive schedule has been outlined to allow for any changes/decisions to be implemented for the 21 -22 school year. 

Board of Education Grading Scale Statement

 Tonight, a recommendation concerning changes to our grading system is ready for board action. In acting: 

• we will honor the considerable and competent work of the committee, comprised of 22individuals, many of whom did not feel compelled or perfectly comfortable to publicly address their thinking. Their choice will be respected and will not mute their value to the process and the work; 
• we acknowledge the committee reached agreement on two of the issues evaluated: (i) a planned elimination of our valedictorian and salutatorian designations with our transition to Latin Honors designations; and (ii) planned changes to our add-on system for Honors courses; and 
• we acknowledge the committee could not reach agreement on considered changes to the grading scale but recognize factors and variables may have unintentionally intervened. 

This evening, the board will: 

1. Act to accept and approve, in part, the recommendation and support of the two proposed changes where we determined agreement was reached 
2. Modify the remainder of the recommendation to allow for more review of the grading scale, and to determine proper alignment with the other intended changes, and; 
3. Direct our administration to: 

• develop and implement a scheduled, managed and published plan that causes a well-balanced, fact-based inquiry that produces a trusted outcome formed upon the district’s core educational philosophy; 
• assure the plan engages and relies upon one or more qualified, external, and neutral third-party subject matter expert(s) to evaluate the work already completed, to supplement such work, as maybe needed, and, to facilitate a definitive conclusion; and 
• assure the plan is managed to allow for the board’s ultimate review and action for effect prior to the commencement of the district’s 2021-2022 academic school year. 

We also wished to lend of voice to the discourse that has resonated for the past few months. 

• The issues raised are fair. The various media platforms used are efficient means to capture awareness and rally support. And, there can be no dispute that any reasonable critique of the school board – or any elected body tasked to govern -is proper, and foundational to our country’s core principles. 
• And though fair and foundational, any campaign should always be mindful that another, equally supported rationale may exist, and that chosen silence or deliberate pause should not signal acquiescence or subordination. We should all presume our best intentions are forming the input offered and received. 
• There are always eyes and ears paying attention. We must all remain aware that all students, all teachers, and all residents are also part of this discussion, especially when they are the subjects of it. We must understand the impact, whether great or small, as they listen to us dissect what grades mean. 
• Many arguments can present with presumptive logic, and yet, be met with analysis that is not equally binary. The unintended consequences that occur can be just as fragmented. Grades, or“keeping score” generally, casts a derivative burden into our learning environments. The scoreboard never turns off and the finish line always inches away from its pursuers. The social and emotional well-being of every student in our district must be a priority for each of us. 

Having now reviewed and reflected upon the information to date, we find: 

• Without any reservation, the Oakwood student, and graduate, is not disadvantaged by our 8-point grading scale, when wrapped in the excellent education our community, parents, teachers, staff, and administration have tirelessly collaborated to offer and deliver. Although we find a level playing field, the conversation, review and study have pointed to opportunities for consistency and improvement, which do not presuppose inadequacy. Instead, they signal a healthy organization that is willing to grow and deliberately consider change when prudent. 
• Our community values the efficacy of a mastered education and a learning environment that assures each student and graduate is an intellectually curious, resilient and engaged participant.We remain vigilant in our focus, not because we naively romance a preferred tradition, but because we are committed to lead a school district that never loses sight of its core mission – to develop and grow our students.