BoardDocs Policy: GRADING AND REPORTING

	Cecil County Public Schools Regulations
Book:	Cecil County Public Schools Regulations
Section:	I - Instruction
Title:	GRADING AND REPORTING - High School
Number:	IKAG-RA
Status:	Active
Legal:	COMAR 13A.03.02.080
Adopted:	04/14/1986
Last Revised:	04/08/2008
Last Reviewed:	12/01/2009

Policy Detail

Related Entries: IKAG, IKAA, IKAH, IKB, IKC, IKD, IKE-RA, IKG, JED, IGDJAA,

Office: ASSOCIATE SUPERINTENDENT FOR EDUCATION SERVICES

HIGH SCHOOL
GRADING AND REPORTING

INTRODUCTION AND OBJECTIVES

The evaluation and reporting of student academic progress is one of the most complex and important responsibilities of the Cecil County Public Schools. The purpose of grading and reporting is to communicate and document accurate and objective information to parents and students about student achievement. In addition, the reporting process should occur at regular intervals so that it can be the basis for important communication between the school and home. The following grading and reporting policies and procedures reflect the instructional philosophy of the curricula and are consistent with the vision, mission, and goals of the Cecil County Public Schools.

Progression through grade levels must be based on the knowledge that a student demonstrates toward achieving academic knowledge and learning skills. Reporting is to be a process in which student achievement is the focus of an equitable and objective assessment. Therefore, the reporting process is: (a) the mechanism for communicating information which summarizes the degree of student mastery of content and learning skills (b) the instrument through which more effective future programming for the student is initiated.

It is essential to have a comprehensive process of reporting academic progress that is meaningful to and understood by students, parents, and teachers. Maximizing student learning must be the primary goal of the process. Such a reporting process should include a combination of report cards, interim reports, and conferences to communicate student progress to parents and students.

The high school philosophy of reporting student progress is supported by the following objectives:

The system of reporting is one that is clear and can be communicated easily.
The reporting system provides a multi-dimensional view of student progress including: achievement in the various subjects and a report of work habits.
The evaluation of student progress is based upon all learning goals of a subject.
Each student's progress will be reported in terms of academic achievement that may be further clarified through the use of comments.

REPORTING MARKING PERIOD GRADES

Report cards will be issued four times a year to high school students.
Dates for interim progress reports and report cards will be communicated to students and parents.
Reports of progress on Individual Education Plans (IEPs) will be issued with report cards to parents of students with disabilities. Progress will also be reported at each student’s annual review.

ACADEMIC ACHIEVEMENT GRADES

The academic achievement grade will be a report of the student’s achievement in gaining knowledge of the content, skills, and processes of the subject.

At the end of the marking period or course, grades will be reported using the grades A, A-, B+, B, B-, C+, C, C-, D+, D, F, P/F or I.

These grade ranges will be interpreted as follows:

A = excellent level of performance

B = good level of performance

C = satisfactory level of performance

D = less than satisfactory level of acceptable performance

F = Failure- does not meet course requirements

I = Incomplete

F/I – Final course failure given as a result of incomplete work.

P/F – Pass/Fail; given as grade in specific courses

P – Pass – meets course requirements.

F – Failure – does not meet course requirements.

Withdrawal from classes will be recorded on the report card as W, W/P – withdrawn/passing or W/F – withdrawn failing.

Letter grades are to reflect academic progress based on what students know and are able to do. Likewise, grades are not to be adjusted or influenced by student personality factors, or behaviors.

Comments

When appropriate, the grade should be clarified by the use of comments. a grade of D, D+, F, or I must be clarified by comments.

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

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 class materials
20 - follow directions
21 – improve time management skills
22 – complete homework assignments
23 – show more effort
24 – complete work after absence

25 - Behavior interferes with learning.
26 - Grade was affected by attendance.
27 – D or F interim was issued.
28 – Please arrange for a conference.
29 – Grade was affected by a transfer.

Determining Grades

Evaluations must:

Be based on a variety of formative and summative assessments, distributed appropriately throughout the marking period

that measure a student’s mastery of the course standards.

This distribution must be evident at interim time and at the end of the marking period.

Non-block schedule classes – a minimum of twelve separate evaluations

Block-schedule classes – a minimum of fifteen separate evaluations

Provide clear evidence that the formative and summative measures are assessing what students know and are able to do.

Reflect that summative grades, as stated in the teacher’s grading criteria, are inputted at the rate of their recorded value at a minimum of 66 2/3% to a maximum of 80%, and formative grades are likewise inputted at a rate of a minimum of 20% to a maximum of 331/3 % of the recorded value.

In order to demonstrate that there is an appropriate relationship between the number of formative and summative grade weights, it should be noted that:

If the desired result is to have a marking period grade reflect a pre-designated split (for example, 80% summative and 20% formative), the total weights of the summative grades should equal the total weights of the formative grades.

If summative grade weights are greater than the formative grade weights, the total grade will be influenced more by the summative measures.

If formative grade weights are greater than the summative grade weights, the total grade will be influenced more by the formative measures.

For certain content-based curricula, the demonstration of summative knowledge is paramount. Progress in courses such as mathematics, English/language arts, reading, science, and social studies is determined by students’ demonstrated content proficiency. It is recommended that, in these subjects, summative grade weights should exceed formative grade weights.

For certain performance-based curricula, student success is more appropriately measured by a combination of the continuous improvement of skills, processes, participation, and knowledge. Specific performance-based courses are in the areas of fine arts, health/physical education, and certain technology courses. It is recommended that, in these subjects, the formative grade weights should be no less than the total of the summative grade weights and could actually exceed the total of the summative grade weights.”

Reflect that no single evaluation counts more than 25% in the computation of the final marking period grade.

Formative Assessment Measures (examples) Checks on learning that work toward a summative grade	Summative Assessment Measures (examples) Comprehensive assessments used to document mastery of content outcome.
Homework Class work assignments Class participation Teacher checklists & anecdotal records Notebooks Quizzes Brief constructed response/extended constructed response	Tests Quizzes Projects Performances/demonstrations Brief constructed response/extended constructed response Presentations Reports of research Portfolios

· Reflect that no single assessment counts more than 25% in the computation of the marking period grade.

Recording Grades:

Grades in the grade book will…

· Document all work that has received a grade.

· Be consistently listed as percentages and may be weighted according to the teacher’s grading criteria. Each weighted grade shall count as one evaluation.

· Be recorded in a timely manner.

Calculating Marking Period Grades

· Individual grades may be weighted according to teacher’s grading criteria

· Any grade for an assessment or assignment that receives less than 50% is calculated in the grade book as 50.

Percentages are converted to marking period letter grades using the following scale:

LETTER GRADE	% SCALE
A	93-100
A-	90-below 93
B+	87-below 90
B	83-below 87
B-	80-below 83
C+	77-below 80
C	73-below 77
C-	70-below 73
D+	67-below 70
D	65-below 67
F	50-below 65

Determining Final Course Grades

The following chart depicts the scales used to calculate end-of-marking period and end-of-course grades. Percentage earned for marking period grades as well as quality points will reflect actual scores and will not be “rounded up.”

Percentage	Letter Grade	Point Range	Quality Points
93-100%	A	3.75-4.00	4.00
90-below 93%	A-	3.50-below 3.75	3.62
87-below 90%	B+	3.26-below 3.50	3.38
83-below 87%	B	2.75-below 3.26	3.00
80-below 83%	B-	2.50-below 2.75	2.62
77-below 80%	C+	2.26-below 2.50	2.38
73-below 77%	C	1.75-below 2.26	2.00
70-below 73%	C-	1.50-below 1.75	1.62
67-below 70%	D+	1.26-below 1.50	1.38
65-below 67%	D	0.60-below 1.26	1.00
50-below 65%	F	Below .6	0

In computing the final grade for a nine-week course, the marking period is counted four times and the end-of-course assessment is counted once. The total is divided by five in order to reach the final nine-week course grade.

Example

Nine-Week Course

Marking period grade of B+ = 3.38 x 4 =14.52 points

End-of-course assessment grade of C = 2.0 x 1 = 2.0 points

Total = 16.52 ÷ 5 = 3.304 = B+

In computing the final grade for a semester course, each marking period grade (quality point) is counted twice and the exam grade is counted once. The total is divided by five in order to reach the semester grade.

Examples

Semester Course

Marking period 1 grade of C+ = 2.38 x 2 = 4.76 points

Marking period 2 grade of C = 2.00 x 2 = 4.00 points

End-of-course assessment grade of B- = 2.62 x 1 = 2.62 points

Total = 11.38 ÷ 5 = 2.276 = C+

Marking period 1 grade of B- = 2.62 x 2 = 5.24 points

Marking period 2 grade of B = 3.00 x 2 = 6.0 points

End-of-course assessment grade of C+ = 2.38 x 1 = 2.38 points

Total = 13.62 ÷ 5 = 2.724 = B-

In computing the final grade for full-year course each marking period grade (quality point) is counted twice and each midterm and final assessment grade is counted once. The total is divided by ten in order to reach the final grade. For the purpose of averaging, the following point scale must be used:

Examples

Full-year Course

Marking period 1 grade of A- =

3.62 x 2 = 7.24 points

Marking period 2 grade of B+ = 3.38 x 2 = 6.76 points

Mid-term assessment grade of B = 3.00 x 1 = 3.00 points

Marking period 3 grade of B+ = 3.38 x 2 = 6.76 points

Marking period 4 grade of A = 4.00 x 2 = 8.00 points

End-of-course assessment grade of A- = 3.50 x 1 = 3.50 points

Total = 35.02 ÷ 10 = 3.502 = A-

Marking period 1 grade of D = 1.00 x 2 = 2.00 points

Marking period 2 grade of D+ = 1.38 x 2 = 2.76 points

Mid-term assessment grade of F = 0.00 x 1 = 0.00 points

Marking period 3 grade of F = 0.00 x 2 = 0.00 points

Marking period 4 grade of D = 1.00 x 2 = 2.00 points

End-of-course assessment grade of D = 1.00 x 1 = 1.00 points

Total = 7.76 ÷ 10 = .776 = D

Comprehensive end-of-course assessments shall be administered to all students in all courses in grades 9-12 at the end of each course. Comprehensive mid-term assessments are required for all full-year courses. The form of the assessment should be determined by the teacher and/ or the curriculum. The content of the assessment should be determined by the content standards in the curriculum.

In addition to attaining a final course average of .6, a student must accomplish the following:

In a semester course, a student must pass:

- one marking period and the end of course assessment; or
- both marking periods if the end-of-course assessment is failed.

In a year-long course a student must pass:

- the end-of-course assessment and

one

marking period per semester;

- two marking periods and the end-of-course assessment by passing either one marking period each semester or both marking periods in the second semester

;

a student who fails the final two marking periods will fail the course automatically;

- any three marking periods.

A student may repeat a course to improve his/her grade. The higher grade earned shall receive the appropriate credit, shall count towards graduation requirements, and will be included in the grade point average. The lower grade earned shall be changed to zero credits, shall not count towards the graduation requirements and will not be included in the grade point average.

If a student has no grade for a marking period in a semester course, the report card marking period grade will be denoted as “NG” as will the final course grade. No final course grade or course credit will be given until the missing grade is resolved. This same procedure will be followed for full-year courses.

Incomplete Grades

Marking Period Grades

If a student is unable to complete assigned work due to legitimate reasons, before the marking period ends, an Incomplete (I) will be issued. A student who receives an Incomplete will be given a specified period of time to complete the work. If the work is not completed and submitted in the specified time, individual Incomplete (I) assignment grades will be converted to F’s (50%) to calculate the marking period grade.

End-of-Course Grades

With principal approval, a final course grade of Incomplete that later can be changed to F/I can be given for the following circumstances:

· Failure to complete minimum requirements of the course.
· Failure to take the end of course assessment.
· If a student fails to complete work in the final making period of the course.

If a grade of incomplete is to be given, the following steps should be taken:

· The teacher must notify the student, guidance office and parent of the possibility of the student receiving an incomplete, the reason for the incomplete, and what needs to be done to avoid the incomplete.

· The teacher must get approval from the principal for the student to receive an incomplete .

· A conference with the teacher, the student, student’s parents, and the student’s guidance counselor should be arranged to discuss what, if any, work can be made up to avoid the incomplete, what deadlines must be met, and what the requirements of the work must be.

· If the student does not complete the required work within the agreed upon deadline or fails the work, he/she shall receive a failing grade (F/I) for the marking period for which the incomplete grade was given.

· A grade of incomplete that results in failing a course (F/I) can be removed through a review credit course at an approved summer school program, evening school program, or by successfully repeating the course during the regular school year.

Interim Progress Reports

· Interim progress reports, reflecting current academic achievement in each subject, will be issued at the midpoint of each marking period to all students.

· Comments are required for all “D”, “D+”, and “F” grades.

· The report will request a parent conference for any grade of a “D”, “D+”, or “F” and may request a conference for a grade that does not reflect a student’s potential.

· If a student’s work was satisfactory at the time interim progress reports are issued but it appears that the student’s marking period grade will be a “D”, “D+”, or “F”, it is expected that the teacher contact the parent.

Transfer Students’ Grades

In the case of a student who withdraws or transfers to another school during the year, the teacher will provide an academic achievement grade that reflects the performance of the student up to that point in the marking period. For a student who transfers into a school during the year, teachers will factor in the grades the student earned from the school previously attended.