Modify the traditional grading system in CPS during remote learning
The Issue
As we all face these unprecedented times, Chicago Public School students began this school year in the remote learning setting. Data, gathered from a survey of 95 CPS teachers, indicated that CPS students are facing challenges ranging from Internet connectivity issues, social emotional and behavioral health challenges, as well as students missing their friends - something that even adults can relate to during this time. More than half of the teacher respondents also shared that students are distracted during the remote learning environment due to familial responsibilities,such as caring for younger siblings or needing to help family members during their live instruction. Nearly half reported that there was a lack of home support and problems at home that students are having to endure during their remote learning. During the remote learning environment, students are not able to focus on their one responsibility - to be a student. Almost all of the teachers responded with more than one student that they are worried about during this time because of many pressing issues their students are facing at home.
Only 13% of the teachers who took the survey shared they have seen all of their students on camera. This creates a sense of uncertainty and teachers can not gage if students are really engaged or if they are even in a safe learning space or situation. Teachers also expressed that it was inequitable to grade students if they are not really sure who is completing the assignments compared to students who are navigating the system by themselves and are trying, but struggling. Which creates an inequitable disparity on true assessment of what children are learning.
CPS students are currently being graded with the traditional grading system that would normally be utilized, if we were in the physical setting, during non-COVID times. The challenge to succeed academically in the remote setting, is another stressor on students who are already experiencing trauma and stress due to these unprecedented times. All students are not experiencing a learning space at home that mirrors the safety, support and structure that is provided by the classroom space. Yet, all students are still being held to the same standards and expectations.
Just like all of our lives have been modified during this pandemic, so does the need for CPS in modifying the traditional grading system during remote learning. According to CPS.edu, "CPS defines equity as championing the individual cultures, identities, talents, abilities, languages, and interests of each student by ensuring they receive the necessary opportunities and resources to meet their unique needs and aspirations." How can CPS ensure our students are receiving the necessary opportunities and resources and receiving what they need to support their learning, with so many disparities at home during this pandemic? How can true assessment of a standard occur through these life challenges and obstacles CPS students are facing?
What is being proposed is a true equitable way of assessing our CPS students during a pandemic. What needs to occur is the modification to the traditional grading system to a number scale with specific and productive feedback for each student during remote learning. Even if CPS students return to the buildings in the new year, a modification to their first and second quarter grades needs to occur because of the inequitable circumstances they all have faced. Just like unprecedented times called for unprecedented measures, so is the need of how we proceed in assessing our students in a more equitable and empathic manner. What is also being proposed is for CPS to consistently get the feedback and opinions of CPS teachers who are the frontline workers during this pandemic and to consider their thoughts about how and what decisions should be made to help guide a more equitable school system.
This petition was created by a CPS parent who is also a teacher. She has been teaching in CPS for 17 years to students that she truly loves and wants to create change towards a school system that is based on true empathy and equity for her own children and students. Being a parent of three CPS children herself has given her the true lenses of personally knowing what it is to experience the true struggle and stresses of remote learning happening at home with her own children, while she teaches her students who also are enduring the struggle.
"Education is for improving the lives of others and for leaving your community and world better than you found it. " -Marian Wright Edelman
The Issue
As we all face these unprecedented times, Chicago Public School students began this school year in the remote learning setting. Data, gathered from a survey of 95 CPS teachers, indicated that CPS students are facing challenges ranging from Internet connectivity issues, social emotional and behavioral health challenges, as well as students missing their friends - something that even adults can relate to during this time. More than half of the teacher respondents also shared that students are distracted during the remote learning environment due to familial responsibilities,such as caring for younger siblings or needing to help family members during their live instruction. Nearly half reported that there was a lack of home support and problems at home that students are having to endure during their remote learning. During the remote learning environment, students are not able to focus on their one responsibility - to be a student. Almost all of the teachers responded with more than one student that they are worried about during this time because of many pressing issues their students are facing at home.
Only 13% of the teachers who took the survey shared they have seen all of their students on camera. This creates a sense of uncertainty and teachers can not gage if students are really engaged or if they are even in a safe learning space or situation. Teachers also expressed that it was inequitable to grade students if they are not really sure who is completing the assignments compared to students who are navigating the system by themselves and are trying, but struggling. Which creates an inequitable disparity on true assessment of what children are learning.
CPS students are currently being graded with the traditional grading system that would normally be utilized, if we were in the physical setting, during non-COVID times. The challenge to succeed academically in the remote setting, is another stressor on students who are already experiencing trauma and stress due to these unprecedented times. All students are not experiencing a learning space at home that mirrors the safety, support and structure that is provided by the classroom space. Yet, all students are still being held to the same standards and expectations.
Just like all of our lives have been modified during this pandemic, so does the need for CPS in modifying the traditional grading system during remote learning. According to CPS.edu, "CPS defines equity as championing the individual cultures, identities, talents, abilities, languages, and interests of each student by ensuring they receive the necessary opportunities and resources to meet their unique needs and aspirations." How can CPS ensure our students are receiving the necessary opportunities and resources and receiving what they need to support their learning, with so many disparities at home during this pandemic? How can true assessment of a standard occur through these life challenges and obstacles CPS students are facing?
What is being proposed is a true equitable way of assessing our CPS students during a pandemic. What needs to occur is the modification to the traditional grading system to a number scale with specific and productive feedback for each student during remote learning. Even if CPS students return to the buildings in the new year, a modification to their first and second quarter grades needs to occur because of the inequitable circumstances they all have faced. Just like unprecedented times called for unprecedented measures, so is the need of how we proceed in assessing our students in a more equitable and empathic manner. What is also being proposed is for CPS to consistently get the feedback and opinions of CPS teachers who are the frontline workers during this pandemic and to consider their thoughts about how and what decisions should be made to help guide a more equitable school system.
This petition was created by a CPS parent who is also a teacher. She has been teaching in CPS for 17 years to students that she truly loves and wants to create change towards a school system that is based on true empathy and equity for her own children and students. Being a parent of three CPS children herself has given her the true lenses of personally knowing what it is to experience the true struggle and stresses of remote learning happening at home with her own children, while she teaches her students who also are enduring the struggle.
"Education is for improving the lives of others and for leaving your community and world better than you found it. " -Marian Wright Edelman
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Petition created on November 29, 2020