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San Jose Unified School District Leland High School 6677 Camden Avenue, San Jose, CA 95120
Vol. S No. 5
Wednesday, April 28, 2021 Leland High School · 6677 Camden Avenue, San Jose, CA 95120
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SJUSD begins overhauling grading policies Ashley Lee
Community News & Feature School Page Editor
To refine the current grading system that often focuses on deadlines and numbers, next year, San Jose Unified School District (SJUSD) is planning to implement a new “Grading for Equity” policy that emphasizes students’ learning and growth mindset. Under this system that is yet to be finalized, the lowest grade a teacher can give is 50 percent, students who score lower than 70 percent on exams will be allowed to re-assess, extra credit policies will be reshaped and departments will standardize their grading guidelines. According to Principal Peter Park, after distance learning began during the pandemic, it became apparent that equity and academic performance were major issues. The lack of internet connection for some students inhibited their learning and raised questions about fairness. The increasing number of students receiving Ds and Fs prompted the district to propose an
improved grading system that would better represent and more fairly assess students’ learning. This system is also intended to provide a greater number of educational opportunities for students. Park explains that it is easier for students to raise their grades from 50 percent than from zero percent, and he adds that having more re-assessments presents students with a second chance to properly demonstrate their knowledge. The new policy will also modify another aspect of grades: extra credit. The new system aims to restrict extra credit assignments to only work that aligns with the curriculum. Mark Cahn, Science Department, explains that teachers may not be able to provide extra credit for activities such as donating canned food since such tasks do not correspond to their learning. In addition, to further ensure fairness, teachers in the same department will
enforce the same grading standards, so the weight of different categories will be uniform across the department. In order to successfully implement and prepare for the new grading system, teachers are completing a four-unit grading and equity training: two units will be completed before June, and the remaining units will be covered during summer break. According to Chris Barros, Social Science Department, the training is split into independent professional development classes and district-wide meetings, where teachers and administrators discuss ways to improve their grading methods. Although this system has not been administered on a district-wide level, some teachers such as Elizabeth Taylor, English Department, have already integrated some elements of the new grading policy. Instead of giving students zeroes on missing assignments, Taylor gives half credit, and students are allowed
to earn more points if they submit the work later on. While both Fs, Taylor decided to implement this system because receiving half credit makes recovering from mistakes easier for students. “This modified grading system is more forgiving and accounts for students’ responsibilities: some students need to work, have complex family dynamics or take care of their younger siblings. Students might also be facing problems like mental health issues or illnesses, so I began this new grading policy to be more mindful of my students’ personal lives and make learning as equitable as possible,” Taylor said. By revising her class grading systems, Taylor has noticed that her students are less stressed, better equipped to succeed and more confident about their learning. Likewise, the district hopes to obtain similar results by pursuing a modified grading system that promotes equity and focuses on students’ development.
Requiring diverse voices K-12, students urge district Ridge Coffey, Pavana Upadhyaya and Nancy Zheng reading literature written by people of their own ethnicities. Since they were the first two representatives from SJUSD, they became district leads and encouraged other SJUSD high school students to join them, with a total of ten active organizers to date. “I hope that our proposal impacts students positively, and students of color can see themselves in the books they read at school from a young age. We should not be this far into high school with such little representation in the literature we read in class,” Kamble said. Starting in November 2020, Kamble and Raimondi have had numerous meetings with the SJUSD Board President, Brian Wheatley, who helps them revise the DON SJUSD resolution. In addition, to amass direct support from teachers, DON SJUSD meets with the English departments of SJUSD middle and high schools regarding their resolution. “We want to let teachers know that they have the power to choose BIPOC books that they think are important, rather than just following our book list,” Raimondi said. Many teachers have expressed support for the DON resolution, and some have already changed their books to include more authors of color into their courses. Continued on School News, Page 2
JULIA NAKANISHI PHOTO
Entertainment Editor, Staff Writer and Investigative Report Editor
Since the summer of 2020, Juniors Hundreds of DON chapters Shalvi Kamble and Mia Raimondi have representing K-12th grade school districts co-led the San Jose Unified School District nationwide—including over 200 in (SJUSD) chapter of Diversify Our Narrative California—have popped up, all of which (DON)—a national organization advocating are utilizing DON’s resolution template for racial diversity in English classes. DON as a starting point to pass the mandate in SJUSD has been working on passing a their own districts. In the coming weeks, district-wide resolution that will require DON SJUSD plans to continue meeting all SJUSD English classes to incorporate with Patrick Bernhardt, President of the texts that illuminate Black, Indigenous or San José Teachers Association (SJTA), as other people of color (BIPOC) experiences well as the SJTA Representative Council. in their curricula. These educators help them revise the Last June, the resurgence of the Black DON SJUSD resolution to focus on local Lives Matter (BLM) movement prompted matters rather than general national Stanford University sophomores Jasmine issues, craft an implementation plan and Nguyen and Kaitlyn Zhou to found garner support from teachers. DON. To promote racial sensitivity in After learning about DON schools, the DON resolution urges for through social media, Kamble “a minimum of at least one book" and Raimondi decided to sign in every English/Literature and up as DON organizers to Comprehension class be by a person create DON SJUSD because of color AND about a person/people they wanted to take action of color’s experience(s),” as stated on in promoting racially their website. DON continues diverse literature in to update their recommended their own English reading list, classes. Reflecting which consists of on their educational pieces of BIPOC journey thus far, literature such as both Kamble and “The Hate U Give” Raimondi noticed by Angie Thomas and that they had “Ceremony” by Leslie few classroom DIANA YOUSEFNEJAD PHOTO Marmon Silko. experiences of
Left: Junior Mia Raimondi reads “Children of Blood and Bone” by Nigerian-American novelist Tomi Adeyemi. Right: Junior Shalvi Kamble reaches for a book in the depository.
Oral accounts bring new dimension to history on page 4
1 NEWS
4 OPINIONS
6 ENT. & LIFESTYLE
Interior design’s influence on headspace on page 8
Students find their target EVELYN LIU ART in archery on page 15
8 VIEWPOINT 10 IR 12 FEATURES 15 SPORTS 16 LAST WORD