Charlotte-Mecklenburg Schools Elementary School Grading Procedures Plan

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1 Charltte-Mecklenburg Schls Elementary Schl Grading Prcedures Plan CMS Visin Charltte-Mecklenburg Schls prvides all students the best educatin available anywhere, preparing every child t lead a rich and prductive life. Missin The missin f CMS is t maximize academic achievement by every student in every schl. Strategic Plan 2018: Fr a Better Tmrrw Gal 1: Maximize academic achievement in a persnalized 21st-century learning envirnment fr every child t graduate cllege- and career-ready. Fcus Area II: Academic grwth/high academic achievement 2.2 Prvide high-quality teaching and reteaching pprtunities t ensure mastery learning Gal 6: Inspire and nurture learning, creativity, innvatin and entrepreneurship thrugh technlgy and strategic schl redesign. Fcus Area I: Learning everywhere, all the time 1.1 Ensure each student has equitable access t persnalized learning Guiding Principles f Effective Grading Practices Evaluating student prgress and grading that prgress are essential cmpnents f the educatinal prcess (CMS Bard Plicy IKA). The purpse f assessment is t prvide teachers, students, parents, and ther individuals wh supprt students learning with feedback n the extent f individual student mastery. This allws adults t be strategic in designing future instructin t meet students individual needs, it allws students t take wnership ver their academic perfrmance, and it ensures parents stay infrmed s they can be partners in the educatin prcess. Achieving the gals f Strategic Plan 2018: Fr a Better Tmrrw, instructinal leaders and teachers will embrace a shift in thinking and implementing effective, standards-based grading practices. Standards-based grading practices will increase student achievement, reduce curse failures, and imprve the academic envirnment. At any given time, students, teachers, and parents can use a student s grades t clearly understand the extent t which students are n track t mastering the knwledge and skills needed t pass the curse and mve clser t high schl graduatin. There will be alignment between curse grades frm teachers and scres n assessments. Grades will prvide specific feedback n the knwledge and skills students need t practice mre in rder t imprve their academic perfrmance. Students wh d nt initially demnstrate mastery n standards-based assessments can receive additinal supprt and can shw their nging grwth thrugh retests. This ensures students are held accuntable t mastering the cntent by the end f the grade. The bjective f these practices is nt t give students unearned grades, but t create an envirnment in which students earn higher grades because they put frth mre effrt, imprve thrugh teacher feedback, and cmplete wrk at a higher level f quality. (Research frm Duglas Reeves, Elements f Grading, 2011) SY

2 Effective Grading Practices: 1. Teachers a. shall ensure that grades reflect mastery f cntent, b. shall recrd grades in PwerSchl within ten schl days f the assignment s due date, c. shall nt use grades in a punitive manner, d. shall assign the initial scre earned fr an assignment r assessment n which the student made a cncerted attempt; e. shall assign an initial scre f zer (0) t an assignment r assessment n which a student made n attempt r which is missing, f. shall implement the fllwing guidelines related t frmal assessments: i. assessments shuld be standards-based and measure students level f mastery n specific learning bjectives, ii. additinal practice will be prvided fr students wh d nt achieve initial mastery (84%), iii. fllwing additinal practice, new pprtunities shall be prvided t measure student mastery. A maximum scre f 84% can be earned. 2. Assignments a. Late wrk and make-up wrk must be accepted by all teachers in accrdance with the prcedures established by the schl. These prcedures must align t the CMS Bard Regulatin IKB-R: i. A student wh misses hmewrk r ther assignments r due dates because f absences, whether excused r unexcused, must be allwed t make up the wrk. Arrangements fr cmpleting the wrk shuld be made within five schl days f the student s return t schl. Arrangements shuld include a schedule fr cmpletin f the wrk. Fr elementary students, the teacher must initiate the cntact with students regarding such wrk. ii. In all circumstances, hmewrk and ther assignments shuld be accepted, even when turned in after the designated due date. Credit fr late wrk shall be awarded accrding t the fllwing guidelines: 1. If the student was present in class n the due date, the wrk may be given less credit; 2. If the student was nt present in class n the due date because f an excused absence, full credit must be given fr the cmpleted wrk; 3. If the student was nt present in class n the due date because f an unexcused absence, the wrk may be given less credit. Principals will wrk with staff and students t establish cnsistent schl-wide prcedures fr giving less credit fr make-up wrk due t unexcused absences and wrk turned in past the due date. These prcedures will be cmmunicated clearly t teachers, students, parents, and all ther schl stakehlders. b. Graded assignments shuld be aligned with cntent standards. Giving students extra credit r grades fr activities such as bringing in canned gds, classrm materials, parent signatures, r participating in nn-curricular activities are nt acceptable grading strategies. c. Prjects shuld nt place an undue burden n students/families with limited access t technlgy and/r financial resurces. 3. Students with a 504 plan, Individualized Educatin Prgram (IEP) r wh are identified as Limited English Prficient (LEP) shuld receive accmmdatins n assignments and assessments t allw them t engage in n-grade level cntent. Teachers shuld assess student wrk based n these accmmdated assignments and assessments and nt cmpared t their peers r ther nrm referenced standards. While students with accmmdatins can receive belw grade level marks, these marks shuld be based n the students perfrmance with specified accmmdatins. Additinally, if a student with accmmdatins is failing, the 504, IEP r LEP team shuld recnvene t review and amend the plan as needed SY

3 Percentage Breakdwn: Classwrk/Infrmal Assessments/Hmewrk Frmal Assessments 40% f quarter grade Classwrk must include a variety f assignments such as warm-ups, ntebk checks, quizzes, grup wrk, inclass tasks, class participatin, etc. Class participatin rubrics must be apprved by the principal/designee 60% f quarter grade Frmal assessments must include a variety f assignments such as tests, cmprehensive writing assignments, prjects, etc. A minimum f 4 frmal assessments shall be included in the final grade. Prject rubrics must be apprved by the principal/designee. The principal will be respnsible fr develping a prcess f apprving and mnitring teachers gradebks. The prcess shall ensure an apprpriate number f infrmal assessments are assigned t calculate a grade that accurately represents mastery f cntent bjectives. Mastery Grading Plans The gal f designing mastery grading plans is t create cnsistency f best practices. In cllabratin with district leadership, all schls will establish a plan fr grading based n mastery learning. Schl Leadership Teams will supprt the develpment f cnsistent prcedures that maintain cnsistency with schl level (elementary, middle, K-8, and high) and the CMS Grading Prcedures. Schls will prvide pprtunities fr staff, students, and parents t prvide input n the creatin and implementatin f the mastery grading plan, In additin t the guidelines in the CMS Grading Prcedures, schls shuld cnsider the fllwing cmpnents in the develpment f mastery grading plans: Cmmn assessments, Data disaggregatin, Flexible gruping, Additinal learning pprtunities, Late and make-up wrk, Timeliness f recrding grades in PwerSchl, Prfessinal develpment, Cmmunicatin t staff, students, and parents regarding the practices f mastery learning SY

4 Grading Students with Disabilities What is the Individual Educatin Prgram (IEP) Team required t d if a student with a disability is failing a grade r curse? The IEP team is required t cnvene in rder t review, and if necessary, t revise a student s IEP whenever a student is failing a subject(s) r class(es) t address any lack f expected prgress in the general curriculum. This allws parents and students t be apprised f any difficulties the student may be experiencing in the general educatin classrm and/r special educatin prgram. New r additinal interventins r strategies may be implemented t imprve student perfrmance. Special Educatin services, including accmmdatins and related services, may need t be reviewed by the IEP team. D federal r state laws prvide guidance n hw t grade students with special needs? Federal and state special educatin regulatins are largely silent n the tpic f assigning a grade. Charltte- Mecklenburg Schls has a Bard f Educatin plicy that addresses grading f all students. This plicy utlines apprpriate grading plicies and grading scales fr schls. IEP teams must prvide accmmdatins r mdificatins fund n a student s IEP. Althugh students with disabilities have required accmmdatins and mdificatins, IEP Teams cannt prvide an accmmdatin r mdificatin that is in vilatin f Bard plicy (i.e., using a different grading scale r using a different type f grade). Teachers shuld maintain written dcumentatin t supprt grades earned fr all students. What rle shuld a student s scre(s) n the EOG/EOC assessment(s) play in their final grade? Reprt cards represent an pprtunity t evaluate students acrss three areas: the wrk they prduce, the prcess thrugh which they cmplete their wrk, and the effrt they put int their assignments. Standardized testing generally measures the amunt f curse r academic cntent retained r prduced and s it is in many ways incmplete. It is quite likely that the student is learning mre than is measured slely by the EOG/EOC assessment(s). The reprt card prvides a place t cmmunicate this fact t parents and students. When students with disabilities are in a c-taught class, wh is respnsible fr assigning their grades? Wh is accuntable fr their perfrmance n high stakes tests? The general educatin teacher is the teacher f recrd fr the entire class. Bth teachers share respnsibility fr all the students in their c-taught class and shuld cllabrate n all areas f instructin. Hw d teachers dcument n the PwerSchl Reprt Card that a student s wrk is mdified? Reprt cards shuld have n indicatin that a child may be receiving Exceptinal Children services. Teachers shuld use the IEP prgress reprt t dcument academic and behavir specific infrmatin, which may include attachments f data cllectin and/r wrk samples that infrm a parent f student prgress. They shuld als cntinue t maintain nging cmmunicatin with the family regarding strengths and needs f the student SY

5 Grading English Language Learners (ELLs) Student wrk shuld be graded in accrdance with what they Can D based n English language prficiency levels. Classrm teachers shuld design and mdify instructin, assignments and tests based n students English language prficiency levels in reading, writing, listening and speaking as determined by the WIDA W-APT r ACCESS test. ELLs may receive language mdificatins and testing accmmdatins in the classrm, while being instructed with Cre Curriculum State Standards n grade level. The WiDA English Language Develpment Standards shuld be used as a tl t access Cre Curriculum State Standards. The WiDA Can D Descriptrs highlight examples f what students can d at each English prficiency level. It is a grade specific resurce designed t guide teachers in planning fr meaningful activities with ELLs. Reprt card grades shuld reflect these instructinal and language mdificatins withut limiting the student frm earning the highest grade in the cntent area. Students shuld nt receive grades f D, F, r "1" n assignments slely based n their limited English prficiency. A student culd receive a D, F, r "1" nly if the student s lack f perfrmance n apprpriately mdified wrk warrants such a grade SY

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