1. Is failure a real and regularly option and experience for kids at your school?
Failure is not an option at our school. There are technically no "F" grade. They are given an "Incomplete" to fix within a timeframe. Some students mindset are that they are failures and were told, but with the support and goals of the school, we are allowing them to see past that.
2. If so, what impact do you believe that is creating? If not, what structures have been put into place to accomplish alternatives?
Students are given an opportunity to clear their incomplete. This is called AR, academic recovery. Students are given two weeks to clear their grades, turn in missing assignments and complete a competency. If they pass that two week window, an administrator steps in to coordinate lunch and after school recovery time. It does not always work, but students typically demonstrate grit to finish their work.
3. What conditions exist that make it to late to learn and reach competency in your school? Can you give an example?
Motivation! Students sometimes take advantage of this system. There are some students who wait till the last minute to demonstrate competency on a topic, but what are they really "learning" when the material was covered a month ago. It is upsetting to see students choose this, but it is clearly telling us that we need to put stronger systems in place for those who need motivation.
4. What would you do, if anything, to introduce/enhance “never too late to learn” structures in you school if you were the school leader?
I would not allow students to earn a D or F on assignments. They would get Incompletes and have to redo the assignment. Teachers and staff would hold Academic Recovery periods, which would allow students to study and complete work. Additionally, I would have the teachers and staff on board with the policy of "it is never too late to learn." Since the classroom is where the learning takes place, I would need the staff to be in compliance with this belief and create the culture of learning in their rooms, hallways and common areas.
5. What can you do in your present position to create “never to late to learn” structures into your current practice and those of your peers? Are those things in your sphere of influence?
I hold office hours for students to come in out of class to work on assignments that are not completed. I also have competency retakes so that students can retake a test to earn a passing or higher score. I also talk with my students about what it means to be a life-time learner.
6. Commit to 5 things you are willing to do this semester that will make your school a increase learning opportunities:
1. Office Hours during lunch
2. Evaluating their full assignment (what is demonstrating learning and what is busy work)
3. Giving retake exams and competency
4. Holding circles addressing the culture and belief of "it's never too late to learn" in the class with students
5. Not marking an assignment down for being late, either they learned it or they need to show that learned it at a later time
Failure is not an option at our school. There are technically no "F" grade. They are given an "Incomplete" to fix within a timeframe. Some students mindset are that they are failures and were told, but with the support and goals of the school, we are allowing them to see past that.
2. If so, what impact do you believe that is creating? If not, what structures have been put into place to accomplish alternatives?
Students are given an opportunity to clear their incomplete. This is called AR, academic recovery. Students are given two weeks to clear their grades, turn in missing assignments and complete a competency. If they pass that two week window, an administrator steps in to coordinate lunch and after school recovery time. It does not always work, but students typically demonstrate grit to finish their work.
3. What conditions exist that make it to late to learn and reach competency in your school? Can you give an example?
Motivation! Students sometimes take advantage of this system. There are some students who wait till the last minute to demonstrate competency on a topic, but what are they really "learning" when the material was covered a month ago. It is upsetting to see students choose this, but it is clearly telling us that we need to put stronger systems in place for those who need motivation.
4. What would you do, if anything, to introduce/enhance “never too late to learn” structures in you school if you were the school leader?
I would not allow students to earn a D or F on assignments. They would get Incompletes and have to redo the assignment. Teachers and staff would hold Academic Recovery periods, which would allow students to study and complete work. Additionally, I would have the teachers and staff on board with the policy of "it is never too late to learn." Since the classroom is where the learning takes place, I would need the staff to be in compliance with this belief and create the culture of learning in their rooms, hallways and common areas.
5. What can you do in your present position to create “never to late to learn” structures into your current practice and those of your peers? Are those things in your sphere of influence?
I hold office hours for students to come in out of class to work on assignments that are not completed. I also have competency retakes so that students can retake a test to earn a passing or higher score. I also talk with my students about what it means to be a life-time learner.
6. Commit to 5 things you are willing to do this semester that will make your school a increase learning opportunities:
1. Office Hours during lunch
2. Evaluating their full assignment (what is demonstrating learning and what is busy work)
3. Giving retake exams and competency
4. Holding circles addressing the culture and belief of "it's never too late to learn" in the class with students
5. Not marking an assignment down for being late, either they learned it or they need to show that learned it at a later time