BoardDocs Policy: PROCEDURES FOR ELEMENTARY GRADING AND REPORTING

	Cecil County Public Schools Regulations
Book:	Cecil County Public Schools Regulations
Section:	I - Instruction
Title:	PROCEDURES FOR ELEMENTARY GRADING AND REPORTING
Number:	IKAE-RA
Status:	Active
Legal:
Adopted:	08/15/2005
Last Revised:	08/13/2009
Last Reviewed:	08/13/2009

Policy Detail

Related Entries: IKAE, IKEA, JED, Elementary Grading & Reporting
Office: ASSOCIATE SUPERINTENDENT FOR EDUCATION SERVICES

PROCEDURES FOR ELEMENTARY GRADING AND REPORTING

ACADEMIC GRADE

Explanation of grades

For the purpose of this reporting system, the academic grade is a measure of the student's mastery of skills taught, content presented, and accurate completion of instructional activities and assignments.

In Pre-Kindergarten and Kindergarten, ALL subjects

will be evaluated with following descriptors:

CE Consistently Evident

– Student consistently demonstrates and applies understanding independently in a variety of settings.

DEV Developing – Student demonstrates some understanding and applies understanding in a variety of settings with support.

HD Having Difficulty - Student is unable to demonstrate and apply understanding even with support.

In grades 1

–

5, students will receive a letter grade of A, B, C, D, E, or I in all subjects except Handwriting, Oral Language and Expression, and Health in which students will receive descriptors “Consistently Evident” (CE), “Developing” (DEV), or “Having Difficulty” (HD).

The explanation of each letter grade is as follows:

A - Excellent mastery of knowledge and skills; the quality of work is superior.

B - Good mastery of knowledge and skills; the quality of work is above average.

C - Satisfactory mastery of knowledge and skills; the quality of work is average.

D - Unsatisfactory mastery of knowledge and skills; the quality of work is

the minimal level of acceptable performance.

E - Failure in mastery of knowledge and skills; the student does little or none of the work required, and the quality is unacceptable.

I - Incomplete work due to excessive lawful absences from school.

Points to be placed on students' assignments

CE	4	100%
DEV	3	75%
HD	2	50%

This 3 point rubric aligns with our policy and philosophy in regard to our 50% floor.

Recording Grades

An adequate number of evaluations must be recorded to enable the teacher to evaluate and accurately document student achievement for each marking period.

PreK and K - 3 point rubric (Formative=50% / Summative=50%) 2 Categories

The following chart shows the total number of grades required per marking period, and possible sources for evaluation for Pre-K.

Total Number of Grades

Formative/ Summative/

50% 50% Possible Evaluation Sources

Reading	4	4	Skill lessons, oral reading, group participation, student work samples, projects county and teacher-made assessments, written and oral responses to literature organized as anecdotal records, checklists, and portfolios
Writing	3	3	Written compositions, written production in other content areas, use of the writing process, writing prompts, work samples of copying from a model
Speaking	1	1	Daily application, group participation, and assessments
Listening	2	2	Skill lessons and daily application
Mathematics	4	4	Student work samples, county and teacher-made assessments, skill lessons, daily applications, and written products
Social Studies	1	1	Projects, participation, assessments, and written products
Science	1	1	Projects, participattion, assessmetns, and written products
Fine Arts	1	1	Observations, projects, participation, and products
Physical Development and Health	1	1	Observations, participation, and daily applications
Personal and Social Development	1	1	Observations, participation, and daily applications

The following chart shows the total number of grades required per marking period, and possible sources for evaluation for Kindergarten.

Total Number of Grades

Formative/ Summative/

50% 50% Possible Evaluation Sources

Reading	6	6	Skill lessons, oral reading, group participation, student work samples, projects county and teacher-made assessments, written and oral responses to literature organized as anecdotal records, checklists, and portfolios
Writing	4	4	Written compositions, written production in other content areas, use of the writing process, writing prompts, work samples of copying from a model
Oral Language and Expression	2	2	Daily application, group participation, and assessments

Mathematics	6	6	Student work samples, county and teacher-made assessments, skill lessons, daily applications, and written products
Social Studies	3	3	Projects, participation, assessments, and written products
Science	3	3	Projects, participattion, assessmetns, and written products
Health	2	2	Observations, projects, participation, and products
Personal and Social Development	2	2	Observations, participation, and daily applications
Specials (Graded in 3rd and 4th MP)	Combined Formative and Summative Total of 4	Combined Formative and Summative Total of 4	Observations, participation, and daily applications

Grades 1 – 5

The following chart shows the total number of grades required per marking period, and possible sources for evaluation in grades 1 - 5.

Content Areas	Formative/	Summative/	Total
	75%	25%
Reading Refer to READING GRADE 1-5 in next section)	12	4	16
Written Language and Expression	6	2	8
Spelling (Grade 1 - no grades in 1st MP)	6	2	8
Handwriting	3*	1*	4*
Oral Language and Expression	3*	1*	4*
Health	3*	1*	4*
Special	Combined Formative and Summative Total of 4	Combined Formative and Summative Total of 4	4

	(67%)	(33%)
Mathematics	10	5	15
Social Studies	4	2	6
Science	4	2	6

*In grades 1 - 5, receives no grade, marked as “Consistently Evident” (CE), “Developing” (DEV), or “Having Difficulty” (HD). (3 point rubric)

Determining Grades

An adequate number of grades must be recorded to enable the teacher to evaluate and accurately document student achievement for each marking period. At least four evaluations per marking period should be recorded in all subjects taught by special area teachers. Based on this design of prescribed assignments, no one grade will count more than 25% of a final grade.

Each subject grade shall be comprised of assessments from the content descriptors.

When student work is evaluated for purposes of a grade, the grade to be used must match the grading system for the report card.

The pacing of recorded grades must be timely and reflective of a variety of assignments throughout the marking period. Approximately half of the total number of grades for each subject must be recorded for the mid-term report. Increasing the minimum number of grades recorded will diminish the value of each recorded grade and is therefore not recommended.

Formative	Summative
Formative Assessment Measures (examples) Checks on learning that works toward a summative grade	Summative Assessment Measures (examples) Comprehensive assessments used to document mastery of content outcomes
Homework Class work assignments Class participation Teacher checklists & anecdotal records Notebooks Text Comprehension Brief constructed responses/(prior to mastery of content outcomes) Target Skill lessons in writing	Tests Quizzes Projects Performances/demonstrations Brief constructed responses/extended constructed responses Presentations Reports of research Portfolios Completed writing process products

All student work that is assessed in grades Pre-K and kindergarten as well as Oral Language and Expression, Handwriting and Health in grades 1-5 will be done with a three-point rubric. Graded work and the final marking period average will be based on the following rubric:

3.42-Above	85.5-100	CE
2.38-3.41	60-85.4	DEV
2.37 and below	0-59.4	HD

In grades Pre-K and Kindergarten, the final grade for the year will be an average of the four marking periods. For example, if the marking period scores in math are: MP1 = 3.75 – CE, MP2 = 2.25 – HD, MP3 = 3.25 – DEV, MP4 = 2 – HD, the final mark will be the average of the final three point rubric based grades. The average of 3.75, 2.25, 3.25, and 2 is equal to 2.81. A final grade of 2.81 would constitute an assessment of DEV.

All student work that is assessed in grades 1 - 5 will be done on a percentage rubric when calculating the final marking period average:

A = 100 to 89.5

B = <89.5 to 79.5

C = <79.5 to 69.5

D = <69.5 to 59.5

E = <59.5 to 50.0

No assignment will receive a percentage less than 50%.

grades 1 - 5, the final grade for the year will be an average of the final percentage grades for each marking period. For example, if the marking period grades in math are: MP1 = 98%-A, MP2 = 89%-B, MP3 = 88%-B and MP4 = 93%-A, the final grade will be an average of the final percentages. The average of 98%, 89%, 88%, and 93% is equal to 92%. A final grade of 92% would constitute a grade of A. Both the final marking period average and the respective letter grade will appear on the report card.

Reading Grade (1 - 5)

Cecil County’s reading program is a balanced program which includes the five components of reading identified by the National Reading Panel Report and the Maryland Voluntary State Curriculum. The five areas of reading instruction are: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. In grades 1 - 5, text comprehension should comprise 50% of the overall reading grade.

Reading

Formative (12) Summative (4)

Text Comprehension	Word Group - 3 Guided Reading - 3	Whole Group - 1 Guided Reading - 1
Word Identification Skills	3	1
Vocabulary	3	1

In grades 1 - 5, a student’s instructional level in reading is indicated in the guided reading instructional level section on the progress report.

School-based modifications to grade entries may be made to support math and reading intervention programs with prior approval from Associate Superintendent.

REPORT CARD COMMENTS

Number referenced comments are intended to describe and clarify study skills and behaviors that impact the academic performance. A teacher is encouraged to use comments for all assessed areas but comments must be used for the grades of HD (Having Difficulty) and D and E.

The following comments will be used:

The student has demonstrated

The student needs to

1. outstanding effort and initiative
2. consistent effort
3. mastery of subject/content
4. a high level of creativity
5. an ability to work well with others
6. positive leadership
7. a self-motivation to learn
8. a positive learning attitude
9. improved academic performance
10. interest and enthusiasm
11. a high level of responsibility
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12. improve performance on tests and quizzes
13. master skills and concepts
14. complete assigned work on time
15. complete long-term assignments
16. participate in class
17. complete work accurately
18. turn in required work
19. bring materials to class
20. follow directions
21. improve time management skills
22. complete homework assignments
23. show more effort
24. complete work after absence
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25. Behavior interferes with learning.
26. Grade was affected by attendance.
27. D or E was issued on mid-term progress report.
28. Please arrange for a conference.
29. Grade was affected by a transfer.
30. See additional report
31. No grade received, additional documentation attached.

WRITTEN NARRATIVE COMMENTS

Written narratives provide parents with more individualized feedback and information on the progress of their child.

Narratives are helpful in commending students for outstanding progress and for requesting a conference or making a general statement concerning a student's progress to those parents who have not attended a conference.

Written narratives are required for the following reason.

- To explain overall academic performance of having difficulty in Pre-Kindergarten and Kindergarten or D or E in grades 1 - 5

when they appear on a report card

- To indicate that non-promotion is a possibility if improvement does not occur.

- To evaluate progress in the Challenge Program for gifted and talented students when services are provided.

- To evaluate progress in an intervention program.

Written narrative comments are suggested for the following reasons.

- To describe concepts taught in each content area for the given marking period.

- To notify a parent of a marked change in the student’s progress.

- To indicate needs/concerns in personal and social development such as effort, responsibility for personal choices, following directions, self-control, completing assigned work, or completing homework.

SPECIFIC DESCRIPTOR SCORING TOOL FOR OVERALL GRADES (Pre-K - 5)

The rating of these descriptors should occur after grades in subject areas are averaged for a marking period grade. These descriptor ratings must reflect several assessments from each of the descriptor ratings.

This document provides teachers with rating tools, which should be considered as guidelines to use in assessing student progress; however, professional judgment should also be used. The standards for grade level descriptors set forth reasonable expectations for marking student progress as “Consistently Evident,” “Developing,” or “Having Difficulty.” Grades should align with and reflect performance in these grade level descriptors.

The following scoring tool is to be used when rating curricular areas. The purpose of these descriptor ratings is to clarify specific reasons for the assignment of an academic grade.

- With an overall rating of “Consistently Evident,” the majority of descriptors should be rated as “Consistently Evident” with no descriptor rated “Having Difficulty.”

- With an overall rating of “Developing,” the majority or all of the descriptors should be rated as “Developing.” Some may be rated as either “Consistently Evident” or “Having Difficulty.”

- With an overall rating of “Having Difficulty,” the majority of descriptors should be rated “Having Difficulty” with no descriptor rated “Consistently Evident.”

- If the indicators are equally divided for a given subject the rating should reflect the trend of achievement.

GRADES FOR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES

For students receiving special education services, a progress report will accompany each quarterly report card and will report progress on IEP goals. This will be indicated on the report card in the comment section with the number 12, “Additional report attached.”

- Students who are working on grade level curriculum with the support of accommodations and/or modifications receive the grades they have earned on their grade level work.

- Students working below grade level receive the grades they have earned based upon their work at their instructional level with the support of accommodations and/or modifications.

Students who take the Alt-MSA assessment may or may not receive grades based upon the IEP team’s decision. If the team chooses not to have the child receive grades in some or all areas, a narrative would be attached to the report card as indicated on the report card with the comment number 31, “No grade received, additional report attached.”

RECOGNITION OF ACADEMIC ACHIEVEMENT

Elementary students who have demonstrated outstanding academic performance should be recognized for their achievement. As criteria for outstanding achievement, students in grades 1 - 5 must attain any combination of A's, B's, and no more than one C. Kindergarten students are not recognized with the outstanding academic achievement awards. All curricular areas must be considered including special areas and band. Students may be recognized for excellent work in specific subjects or when they demonstrate academic improvement across marking periods. Schools are encouraged to recognize the academic achievement of students who do not meet the criteria for outstanding achievement but whose performance is improving. Specific examples in this area include effort awards and Bringing Up Grades certificates.

MID-TERM PROGRESS REPORTS

A mid-term progress report is a useful tool in maintaining communication between the home and the school and for helping students achieve their best. Mid-term progress reports are not given in Pre-Kindergarten or Kindergarten. Mid-term progress reports for grades 1 - 5 will be issued between the fourth and fifth week of each marking period in every subject area. These reports will

be sent to the parent of every

student and will list the current grades received in all subject areas. A conference at this time may prove to be helpful. The “Conference Requested” box may be used by either the teacher or the parent to indicate the need for a conference.

CONFERENCES

Communication with the student and the home is an essential component of a good educational program. This communication includes such things as written notes, telephone conversations, progress reports, and conferences.

Regularly scheduled conferences are held at the end of the first

marking period so that parents and teachers can share their knowledge of students and plan cooperatively for their further development. Additional conferences for some students may be desirable and may be initiated by either parents or teachers. A conference must be held at the end of the third marking period for students who are being considered for non-promotion.

PROMOTION/NON-PROMOTION/PLACEMENT

Promotion is a decision that is based upon the learning performance strengths and needs of each student. A student should be considered for non-promotion when there is evidence attained through an examination of multiple factors (examples: academic growth, maturity level, attendance, health) that another year in the same grade with appropriate intervention strategies will result in academic success. Schools should use caution when considering students for

non-promotion especially if students are receiving special education services.

Prior to consideration of non-promotion, appropriate instruction, placement, and intervention should be provided to address individual student learning needs. A basic concern is how well the student is mastering the content standards and outcomes/indicators at each grade level of the Cecil County curricula. Consideration for non-promotion should be given to students who consistently earn failing marking period grades in mathematics and reading.

The following guidelines are to be used when considering students for non-promotion.

1. Serious consideration for non-promotion will be given for any student who is failin

or is demonstrating having difficulty overall in two or more of the following subjects: reading, mathematics, written language and expression, social studies, and science.

2. Students whose excessive absences place their academic performance “at risk” shall be considered for non-promotion. Specific information regarding guidelines for student attendance can be found in Policy JED

“Student Attendance and Punctuality.”

3. When appropriate, students who are “at risk” for non-promotion should have a written narrative attached to their second marking period progress report and a plan for intervention should be outlined. This is to alert parents to the possibility of non-promotion. A parent conference should be requested at this time. Parents should be alerted to the possibility of non-promotion by the end of the third marking period through the use of a written narrative and conference.

4. The teacher must include all appropriate documentation on the non-promotion form.

5. A multi-disciplinary team consisting of the principal, appropriate administrator(s), and teachers will meet to review the records of any student being considered for non-promotion in a particular grade. If non-promotion

is determined, appropriate intervention strategies must be included with recommendations for implementation.

6. A student should not be considered for non-promotion

more than once in a given grade or more than once in K - 5. Exception may be granted with approval of the Associate Superintendent of Education Services.

7. A parent conference must be held during the last three weeks of school for all students for whom non-promotion is being considered. At this conference the school’s decision will be made known to the parents. The parent has the right to appeal in writing to the appropriate Executive Director of Elementary and Middle School Education within ten calendar days following receipt of written notification from the principal.

Students not promoted may be placed in the next grade based on evidence of insufficient progress. Students placed in the next grade are those who meet at least one of the following criteria.

1. Students who have not been promoted

at least once in the previous grade and who have continued to make little or no progress.

2. Students who have been seriously considered for non-promotion in the current grade and for whom the decision has been made not to promote. The purpose for this is to alert the parent, student, and teacher that this student is "at risk" for success in the next grade.

The recommendation for students placed in the next grade will include strategies for intervention and academic support. The procedures for determining promotion/non-promotion/placement will be shared with the parent/guardian at the recommendation conference.

ATTENDANCE POLICY TRACKING

Students whose unlawful absences exceed those allowed in Policy JED “

Student Attendance and Punctuality

” in a given marking period shall receive failing grades for that marking period. For record-keeping purposes, the grades on the report card shall be left blank, a narrative stating failure due to attendance shall be attached, and the marking period in which failure due to attendance has occurred will be marked with an “X” on the attendance policy tracking section of the report card. If the student successfully completes the grade reinstatement process during the subsequent marking period, the grades shall be reinstated and the “reinstatement of grades” section shall be marked to denote which marking period grades were reinstated. For example, if a student fails the first marking period because of excessive unlawful absences and is then reinstated at the conclusion of the second marking period, both the failure and reinstatement boxes for the first marking period shall be marked.

STUDENT ENTRY AND WITHDRAWAL

Students entering CCPS from another CCPS school will have their current final grade average transferred to their new school from their former school, if entering during the marking period. The exiting average will be repeated in each reported area in the receiving teacher’s grade book, filling all assignments given to receiving teacher’s students prior to the arrival of the new student.

Students entering CCPS from outside of CCPS will have their current final grade from their previous school, if entering during a marking period, converted to the highest average for that grade according to the CCPS grading rubric, entered in all previous assignments given to receiving teacher’s students prior to the arrival of the new student.

In both scenarios, new students will not be penalized for the assignments that they were not members of the class to have completed, yet will be entering with the previous teacher’s exiting grade/average.

For students exiting CCPS relocating to a school outside of CCPS, refer to your office procedures.

It is the teacher’s responsibility to enter any pending grades upon notification that a student will be withdrawing from their class and school,