The following spreadsheet is organized by student number. Find your row, and then consider each of the following data points:
- Your in-class focus during recent periods, evaluated on a 0-3 scale.
- An in-class self-assessment that was due on March 23 or March 26, depending on your schedule, and which was evaluated on the same 0-3 scale.
- Two Castle Learning assignments, evaluated on the same 0-3 scale.
- A score from this sheet, indicating whether you are currently passing or failing the quarter.
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Notes on Data
That spreadsheet is a copy of the one I use for in-class feedback and redirection. Because you either pass or fail this course, you do not need to see those numbers; instead, you need that in-class feedback and redirection, most of which comes down to the simple completion of assignments.
In the hope that it helps, however, I am giving you these notes. Here is what a number from 0-3 indicates, roughly speaking:
In a course where you pass or fail, the line is right in the middle, hence this version of the universal profiles used in Room 210. You can actually quantify that line, if you read carefully:
When your flaws outnumber your successes, you fail. In an exam-driven course, this is about as straightforward as it gets. The expectations:
- Complete any assigned practice sections during class.
- Complete any assigned metacognition during class.
- Meet with your teacher during class.
- Repeat.
If you don’t complete the first step, you can’t complete the rest. When you complete the first step at a very low level, you can’t complete the rest. And you only need class time to do this, hence the “during class” in that list.
Individualized Work
About half of the current roster has stayed in this course despite passing the ELA Regents Exam in January. That’s fine. These students use the time to work on core English assignments, to prep for the writing portions of other exams, or to help their peers with this exam.
The original purpose of the course continues with the rest of the roster: You are assigned practice exams, usually through Castle Learning; you analyze your performance, using my feedback and the automatic feedback given by Castle Learning; and then we meet to review the results.
Regardless, this is far less about exams and English work than it is about choice and responsibility. If you make good choices, you pass this course. If you make good choices, you will pass pretty much any exam you have to take this year.
Starting with Wednesday, March 28, you will meet five times before the end of Q3. Two those meetings will happen before our shortened spring break, and four of them will happen after it.
Today, I will enter a provisional pass/fail note in Infinite Campus. Use the spreadsheet in this post to make sense of that feedback. Then talk to me in class over the next two days about your performance.
Starting on Wednesday, April 4, and continuing until Friday, April 13, you must orient your perspective and expectations for Q4. Look to this list:
- You must have a plan for how to use your time in class.
- You must set goals for yourself.
- You must meet those goals.
- You must demonstrate focus in class.
You have two weeks to salvage Q3, if you are failing. Starting with Q4, it will not matter if you are taking the Regents Exam in June or not; you must meet these requirements, and we will document every choice you make.
If you are taking the Regents Exam in June, start by printing a report from Castle Learning. You must be able to analyze that report. You must be able to bring questions and observations about that report to any meetings with me.
Ask questions about any of these expectations in class or in the comment section below.
