# Gradebook Considerations for Q4/S2.

*In order to maintain current state reporting requirements for the **Q4/S2 Hybrid Schedule, **several new sections will need to be created within PowerSchool for Q4. This may make carrying student gradebook points from Q3 to Q4 a bit more challenging for teachers in Grades 6-12.*

*Because student semester grades should continue to be based on an 18-week cumulative average of ALL assignment points**, ***teachers must make sure to take the following steps in order to make sure that student work reflects point values from BOTH Q3 and Q4**.

The following directions should be applied ONLY to students who are NEW to your PowerSchool gradebook section for the Q4 2020-21 term. If your gradebook section reflects assignment point values from the Q3 term, the students’ cumulative 18-week term grade should calculate correctly without making any of the following changes.

**New Q2 Sections**

If your teacher gradebook reflects a **new hybrid learning **section for Q4 (ie. no prior Q3 grade points), you will need to start the term by setting up an assignment which reflects AN AVERAGE TOTAL POINT VALUE for all student work in the first Quarter (see below for an example).

The **score entry points **for this assignment should (more or less) reflect the total number of points which were available to students in the first 9 weeks of the semester. Adding these points will help to ensure that the FINAL GRADE for the new section is a true calculation of an 18-week cumulative average (and not just the total of the 9-week Q4 term).

Teachers can see a representation of your total Q3 point value by…

- Opening one of your
**S2 Course Sections**in your PowerTeacher Gradebook. - Click on the
**Grading**tab along the left side of the page and select*Scoresheet.* - You should now be able to see the total amount of points for Q3 along the ribbon at the top of the page (see below).

**New Q4 Students**

As new students are assigned to your class for Q4, you will need to carry over a prior point value which reflects their work from Q3 using the steps above. Teachers can quickly identify who these students are by using the ** Add Newly Enrolled Students to the Bottom **option in Gradebook settings (see directions posted here).

** Please be aware that the starting point value for new students in your class should reflect YOUR Q3 grading scale and not the total point value scale from the students’ prior teacher. **This will better ensure that the point value which is applied during Q4 is a more equitable representation of the previous 9-weeks.

For example…

If I have a student who I had from my Q3 section who has been moved to a new Q4 remote section, I can go back to the students’ prior term section and apply the total number of points earned to my **“Quarter 3 Points Assignment”. **

If I have a student who I did NOT have during the last 9-weeks, I can look up the student’s Q3 grade value by following the steps posted below…

- From your
**PowerTeacher Dashboard,**click on the*backpack icon* - Select the name of the student you would like to research along the left side of the page.
- In the drop down menu, select the
**Historical Grades**option. - Locate and click on the
**Q3 Grade Record**(see below)…

- Scroll down to the page until you locate the
**Percent**value from Q3. You will then apply this value to the**“Quarter 3 Points Assignment”**that you created to reflect the Q1 class percentage. For example, if the student scored a 70% in Q3 and your total**Q3 points assignment**was 1000, you would give the student 700 points.

You can calculate the conversion from percentage to point value with the simple equation *v x p=e (where v= total Q1 point value, p= percentage earned in Q1, and e= earned point value for starting Q2). So for example…*

*Your total Q3 point value is 850 points. Your new student earned a 60% from their Q3 teacher so their starting point value in YOUR class would be 510 points (**850 x .60=510). *

**Student Grading Equity for Q**4

As students enter your class with transfer points from Q3, it is important to provide them with opportunities to improve their grade and performance as they progress to the completion of the first **semester. **

Even though students may not have completed assignments in quarter 3, it is important to allow them the opportunity to make up work or earn extra credit as a pathway to success for the second 9-weeks. The value of work submitted which represents make-up assignments from Q3 could then be applied to the **Q3 Points Assignment **total (see above) to improve the student’s likelihood of being successful in Q4.

Similarly, teachers should use their professional judgement when it comes to applying point values from **Q3 **to the **Q4 term. **Remember that **grading should not be a punitive measure**, but instead, should provide students with honest feedback regarding their progress towards your learning goals. More importantly, your gradebook should be used to outline a ** pathway to success **for all students who are willing to make an effort to improve their grade.

This may, for example, be reflected in how you interpret student point values represented in the students’

**Q3 Points Assignment**total. If a student has only a 10% from the Q3 point value, consider reflecting this at the higher end of the “F Range Grade Scale (for example 500 points out of a possible 1000) rather than along the lower end of the grade scale.