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Anthony Cappabianca Position Paper WEEK 11, March 4, 2010 //Equity and Excellence: Teacher Expectations, Student Intelligence and Achievement// Deborah Kitchen Peterson, M.Ed.

__”To Give A Zero or Not to Give A Zero”__ If any student in my class earns a zero they are allowed to complete the assignment and earn a 60. At the end of the marking period if they need up to 10 more points to earn another letter grade, I will give them the points based on their overall effort, grades etc… for that marking period. One zero can change a score __one letter grade__ depending on how many grades are earned in a trimester. Due to this class I began a “Test Day” once a week to bring more significance in earning //Productivity, Participation,// and //Effort// points for each class (they all have a rubric for this and it is posted in class). They earn their PPE points and that is converted into a test grade for that day. For example, a 5= 100, 4= 80, 3= 60, 2= 40, 1= 20, and 0= 0. This has brought up many test grades and PPE grades because they are one and the same for that day. As a result, students are checking Power Teacher more often due to receiving at least one posted test score per week. Several students’ grades have declined due to their test day scores but not to the point of failing the class. Their scores have given me an opportunity to meet with them and discuss their grade on a more frequent basis and they know exactly what they need to do in order to improve their grade well before the trimester ends. Without the “Test Day” scores their grades would not have been effected to the point where it would get their attention and bring importance to their need to improve and otherwise earn a poor or possibly failing grade. “Test Day” scores hold them much more accountable and gives them weekly feedback on Power Teacher.I also have students do a Self Behavioral Evaluation with Standards and a rubric which is done at the beginning of the trimester and at the end, so they can compare what they thought they would earn and what they actually do earn on the Behavioral Standards.

__POSITION PAPER:__ As stated in the previous paragraph, one zero doesn’t devastate a student’s grade in my class. Before this trimester I had only five grades for the marking period, so a zero would reduce a student’s grade significantly; changing it to a 60 makes the final grade very palatable. When a student does receive a zero it’s a great opportunity to meet with him or her and reinforce that PE is very important and that they need to earn their grade in order to pass. In the last 4 years the PE Department has changed the whole culture of what is expected of students in each individual class. Students are held accountable on a class-by-class basis with our grading system. They earn //Productivity, Participation,// and //Effort// points for each class. Every 10 classes equals a test grade. One zero in a marking period can change a 90 to an 80. Changing a zero to a 60 is still failing, but I believe most students will view this as getting points for doing nothing. I can agree with changing one zero to a 60, but then other opportunities must be available to students. I make an agreement with them in order to improve their grade from a zero to a 60. For example, when you earn 5 points in the next 3 classes your grade will be changed to a 60. No one has ever refused the agreement. If they don’t earn the necessary points, I try it one more time. If they don’t earn the points again, I give them a 30 minute detention with an assignment and they must have their parents sign the assignment before returning to class. Then they earn the 60. In conclusion,I like my revised grading system which know includes one Test Day per week and Mind Mapping on Leadership. This provides more scores and more accountability for the students. For a system wide grading system,I like the ZAP(Zero’s Aren’t Permitted) approach, or the A, B, or “Not Yet” system even though it would not be very effective in PE because they don’t include participation, attendance, and behavior in the grade. It’s recorded separately from grades. Dr. Reeves agrees with this practice which makes me want to ask him how he would grade a PE class without including participation, attendance, and behavior. Changing zero’s to 60’s allows for less stress and takes into account the many life-events that can effect a student’s grade and gives teachers an opportunity to develop a more supportive rapport with students who have a bad class or week for whatever reason. I make sure students know what is expected of them on a daily basis. That with effective effort they will meet the standards and that I will never give up on them. That their PE grade is important because it shows if they give an effective effort, display leadership skills, understand the importance of exercise, and maintain a proper fitness level it will not only help them physically, but academically and socially. I stress that physical activity promotes mental activity. So they need to move like their lives depends on it. Why? Because it does. So go for a walk and have fun!!

[] http://equityandexcellence.wikispaces.com/To+Give+A+Zero+or+Not+t http://www.educationworld.com/a_admin/admin/admin333.shtml [] [|www.RBTeach.com] http://www.rbteach.com/rbteach2/Face_Explorer.asp?faceName=Face1&grp Figure Intro.14 Robert Lynn Canady and Phyllis R. Hotchkiss, “It’s a Good Score:Just A Bad Grade,” September, 1989, 68-71. Phi Delta Kappan. Reproduced with permission.