Seeking your district's Credit Flex practices: credit, grading, and retesting

[Lucas Hoffman]

Hello OWLA colleagues,

My colleague Claudia Stuecker (Northview High School) and I are rebuilding the World Language Credit Flex plan for Sylvania Schools, and we'd love to learn from what your districts are doing. 

For context, our plan will rest primarily on external proficiency assessments (AAPPL, STAMP, LTI, etc.) measured against the Ohio Proficiency Targets, without a portfolio or intercultural component.

We're stuck on three questions:

1. Amount of credit: When a student demonstrates proficiency well beyond level 1, how much credit do you award? For example, if a student tests at the level needed to enter Spanish 4, do they earn credit for Spanish 3 only, or for levels 1 through 3?

2. Grading: How do you translate proficiency results into a grade? Do you award flex credit as pass/fail, assign a letter grade, or something else? If you assign letter grades, how do you set them, and do they count toward GPA?

3. Remediation and retesting: If a student meets the target in most modes but falls short in one, what happens next? Do you offer remediation, allow a retest of that mode, require a full retest, or require a waiting period?

If your district has a written plan, policy, or chart you're willing to share, that would be especially helpful. Even a quick two-line reply about what you do is valuable.

Please feel free to reply to me directly at lhof...@sylvaniaschools.org. I'm happy to compile the responses and share a summary back with the list, as I suspect other schools may also benefit from this information.

Thank you for your help!

Lucas

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Lucas Hoffman (he/him)
French & Spanish Teacher, Southview High School
419-824-8580 x6156