Williamston High School finalizes common grading policy; dual‑enrollment use rises

Williamston High School administrators briefed the board on two major instructional items: the district’s common grading policy and expanding individualized learning options at the high school.

Why it matters: A common grading policy changes how student performance is recorded across classes and can affect retake opportunities, assessment structure and schoolwide grading consistency. Expanded customizable learning (dual enrollment, concurrent enrollment, Michigan Virtual, Wilson Talent Center, etc.) shifts how students earn credit and affects scheduling and district funding considerations.

Grading policy: - District staff described multi‑year work culminating this year on a common grading policy. The grading committee recommended two categories: formative (checks for learning) and summative (assessments of learning), with a proposed starting weight of 30% formative and 70% summative for the coming year, pending any final approval steps. - The superintendent and high‑school staff said the recommendation drew about 75% staff support in the survey of teachers; administrators noted the policy will be revisited after the first semester implementation to address unanticipated issues. - The committee emphasized the policy will remove “extra credit” in favor of structured retake or “earn‑back” opportunities; administrators said the retake policy is intended to provide students a way to recover points without extra credit.

Customizable learning opportunities and enrollment trends: - Administrators reported 102 students signed up for dual‑enrollment college courses (LCC or MSU) for the coming year, 23 signed up for Ferris concurrent enrollment, about 80 students planned to attend the Wilson Talent Center, and roughly 45 students had Michigan Virtual courses. - The district described rising dual‑enrollment use as a scheduling and funding consideration: LCC tuition is largely covered by district payments, while MSU courses impose higher family costs; administrators advised the board that state funding does not fully cover the district’s expenses for some dual‑enrollment participation. - The board discussed an unsuccessful attempt this year to schedule a 0‑hour (before‑school) pilot that would have allowed students added schedule flexibility; scheduling complexities (single‑section courses, band conflicts and Wilson schedules) prevented the 0‑hour pilot from running despite student interest.

Board context and next steps: Board members congratulated the staff for the lengthy work on the grading policy and discussed the balance between offering in‑person advanced classes (AP) and expanding college credit options via dual enrollment. Administrators plan to implement the grading policy in fall, collect feedback in the first semester, and make iterative adjustments before the 2026–27 school year.