Special Circumstances

Asynchronous verification pathway, edge cases, and appeals

Section 12

Asynchronous Verification Pathway

For final sections completed outside the regular meeting schedule

When the asynchronous pathway applies

The standard learning verification pathway requires a live scheduled teacher meeting. However, operational circumstances — particularly students finishing their final 1–3 sections after the last scheduled meeting of the term — may make a live meeting impractical. The asynchronous verification pathway provides a structured alternative that preserves the integrity of the assessment while accommodating genuine scheduling constraints.

This pathway is not a shortcut or a default option. It is available specifically when a student has already established a full meeting history with their teacher during the term. It is not available as a substitute for scheduled meetings during the regular course of the semester.

Asynchronous pathway scoring adjustments

Component	Standard (scheduled meeting)	Asynchronous adjustment	Rationale
Depth of Understanding (50%)	Scored from live dialogue	Scored from submitted written defense, annotated portfolio, or structured reflection	Written evidence can demonstrate depth; teacher assesses specificity and accuracy
Responsiveness (20%)	Scored from real-time response	Default: score capped at 3/4 unless teacher has strong evidence from prior meetings	No live Socratic exchange possible; prior meeting history informs teacher judgment
Growth & Ownership (20%)	Scored from meeting self-assessment	Scored from reflection quality and self-assessment document	Fully assessable from written evidence
Teacher Conviction (10%)	Holistic live impression	Assessed from consistency between prior meeting performance and submitted evidence	Accumulated knowledge from prior meetings is the primary evidence base

Eligibility restriction

The asynchronous pathway is only available for students who have an established meeting record with the teacher in the current term. A student who has never attended a scheduled meeting may not substitute the asynchronous pathway for required live meetings.

Section 13

Part-Time Student Engagement Policy

DDF is not required for part-time students

Regular engagement for part-time students

Part-time students are not required to participate in the Daily Discussion Forum. Their Regular Engagement score is based on digital textbook login frequency only, using the same 0–5 scale with textbook logins as the primary indicator.

If a part-time student voluntarily participates in the DDF and their textbook engagement for a given section was weak, the teacher may use that voluntary participation as a recovery signal — raising the engagement score by up to 1 point at their discretion. This is a recovery mechanism only, not a bonus pathway.

Policy note for teachers

This policy distinction is defined at the school level and is not adjustable by individual teachers. Part-time students should not be scored on DDF participation as a primary measure, even if they post consistently.

Section 14

Edge Cases and Boundary Conditions

Operational guidance for non-standard situations

Documented edge cases and resolutions

Technology failureIf a student cannot attend a scheduled meeting due to a verified technology failure documented by the student and confirmed by the teacher, the meeting may be rescheduled at no penalty regardless of the semester reschedule count. Teacher documents the reason in gradebook notes.

Student illnessExtended illness (3+ school days) should be handled through standard CPA absence policy. Teachers document the period and may award engagement scores based on whatever activity was possible.

Course withdrawal mid-semesterIf a student withdraws from a course after grades have been partially entered, the gradebook reflects the averaged scores from completed sections only. The final grade is whatever the formula produces from entered data.

New enrollment mid-semesterStudents enrolling after the semester start date begin section 1. Holistic tier scores from before their enrollment date are not backdated.

Multiple absences in one weekIf a student misses multiple DDF posts and also misses their scheduled teacher meeting in the same week, the meeting attendance score and the engagement score are both entered independently.

Disputed preparation scoreIf a student disputes their preparation score, the teacher's gradebook notes are the primary record. Teachers are expected to document specific preparation gaps when awarding scores of 2 or below.

Section 15

Grade Appeals Process

Student and parent rights regarding grade disputes

Grounds for appeal

A student or parent may appeal a grade on the following grounds: (1) a mathematical error in the gradebook calculation; (2) a documented score that does not reflect the rubric criteria; (3) a discretionary score that was not documented in the gradebook notes as required. Disagreement with a teacher's professional judgment alone, where that judgment was properly exercised and documented, is not grounds for a grade change.

Appeal procedure

Student or parent contacts the teacher directly within 5 school days of the grade being posted
Teacher reviews the concern and responds within 2 school days with reference to the rubric and gradebook notes
If unresolved, the concern is escalated to the academic director within 5 school days of the teacher response
The academic director reviews the rubric, the gradebook notes, and any relevant meeting records and issues a final determination within 5 school days
The academic director’s determination is final for the current term

Institutional risk note

Teacher documentation is the foundation of the appeals process. A teacher who cannot produce gradebook notes for a discretionary score will be in a significantly weaker position in any appeal.