ACADEMIC ACHIEVEMENT - GRADING/PROGRESS REPORTS …

Spring ISD 101919

ACADEMIC ACHIEVEMENT GRADING/PROGRESS REPORTS TO PARENTS

EIA (REGULATION)

Philosophy

Grading Process

Grading Period Procedures Special Education and Bilingual / ESL Time for Grade Reporting

Report Periods Prekindergarten

It is the mission of the District to prepare students to be lifelong learners, critical thinkers, and responsible citizens who display good character--ready to contribute, compete, and lead in today's global society. Therefore, our grading process must reflect our core beliefs and provide all students with the necessary support for their success. Grading in the District is a method used to report student achievement. Grades represent the student's level of mastery of the curriculum objectives.

Grades for each grading period must reflect the student's mastery of the District curriculum objectives, which are aligned with Texas Essential Knowledge and Skills (TEKS). A sufficient number of grades must be taken to support the assigned grade average. All grades will be weighted as follows:

1. Major grades will count as 50 percent of the student's grading period average.

2. Daily grades will count as 50 percent of the student's grading period average.

The admission, review, and dismissal (ARD) committee and/or the language proficiency assessment committee (LPAC) will determine appropriate modifications for grading.

Teachers will record grades using the District's electronic grade book. Teachers will post assignment grades, a minimum of one grade per week, within five school days of the assignment due date unless it is a special project or research paper that has received special approval from the principal or a designee. Extenuating circumstances may prevent the grades from being posted as quickly (per administrative approval).

Academic and conduct grades are reported each six weeks in secondary, each nine weeks in elementary kindergarten?grade 5, and each 12 weeks in elementary prekindergarten.

Prekindergarten instruction follows the Texas Prekindergarten Guidelines. Progress is monitored throughout the year toward specific end-of-year outcomes in the following skills domains: social and emotional development, language and communication, emergent literacy reading, emergent literacy writing, mathematics, science, social studies, fine arts, physical development, and technology. Teachers will monitor progress through formal and informal assessments. Formal assessments will include screening measures, progress monitoring measures, and diagnostic assessments. Informal assessments will include observation, reflection, student work portfolios, and checklists. Teachers will not enter grades in an electronic grade book.

DATE ISSUED: 9/6/2019 LDU 2019.07 EIA(REGULATION)-X

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Spring ISD 101919

ACADEMIC ACHIEVEMENT GRADING/PROGRESS REPORTS TO PARENTS

EIA (REGULATION)

Elementary (K?5) Minimum Number of Grades

Secondary (6?12) Minimum Number of Grades Major Grades

Daily Grades

There should be a minimum of 12 grades per nine-week grading period in English language arts (ELA) and math. Students should receive three major and nine daily grades per grading period in ELA and math. Science and social studies should receive a minimum of nine grades per grading period. This grade includes three major and six daily grades.

Each grading period should consist of a minimum of 12 numerically graded items. A minimum of three grades recorded should be major grades.

Assessments of complex assignments are called major grades. A minimum of three grades recorded should be major grades. Advance notice must be given to students of any activity or test that constitutes a major grade. The following are examples of major grades:

Chapter or unit tests

Projects

Research paper

Skill assessments, i.e., essays, performance, or oral presentations

Major grades must be distributed equally through each grading period.

Assessments of a course's daily assignments are called daily grades. A minimum of nine grades recorded should be daily grades, except for elementary science and social studies (see above). Daily grades must be taken from a variety of different assessments of the curriculum. Examples of the student's mastery of the curriculum can include:

Independent practice

Quizzes

Activities

Teacher observation using rubrics for:

Labs

Oral presentations

Participation, and the like

Homework--may not exceed more than ten percent of the total daily grade

DATE ISSUED: 9/6/2019 LDU 2019.07 EIA(REGULATION)-X

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Spring ISD 101919

ACADEMIC ACHIEVEMENT GRADING/PROGRESS REPORTS TO PARENTS

EIA (REGULATION)

Reteaching

Documenting Reteaching Reassessment

Daily Grades must be distributed equally through each grading period.

The District's focus is on core instruction. Core instruction provides more guidance and demonstration to students, which is then reduced as students gain expertise. Students are taught new knowledge and information through modeling, demonstration, and/or discussion for/with students within the context of the realworld task or problem, which provides a context in which the knowledge is obtained. To support the implementation of core instruction, the District has adopted the Gradual Release of Responsibility (GRR) instructional model, sometimes referred to as "I do, we do, you do." This model proposes a plan of instruction that includes demonstration, prompt, and practice.

In the GRR instructional model, teachers use student responses to independent tasks to make future instructional decisions, such as reteaching or additional guided instruction. Reteaching is a necessary component in mastery of essential knowledge and skills. Reteaching must occur whenever the teacher determines that a student has not mastered the objective(s) at the independent practice or assessment level.

There must be documentation of reteaching when the teacher has determined that the student has not mastered curriculum objectives. Documentation that reteaching has occurred must consist of entries either in the teacher's lesson plans or grade book.

The decision as to how to assess objectives that are retaught is the option of the classroom teacher. However, there must be evidence that reassessment has occurred.

Reassessment methods include, but are not limited to:

Additional assignments

Cumulative tests (unit, six weeks, semester)

Demonstration/performance

Discussion/review

Observation

Oral questioning with documented responses

Problem-solving

Reteaching in another unit

Teacher-made checklist/rubric

DATE ISSUED: 9/6/2019 LDU 2019.07 EIA(REGULATION)-X

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Spring ISD 101919

ACADEMIC ACHIEVEMENT GRADING/PROGRESS REPORTS TO PARENTS

EIA (REGULATION)

Retesting

Makeup Work (Elementary) Makeup Work (Secondary)

Retesting

Retesting guidelines apply to major grade assessments only. Daily grades, quizzes, and projects are not included in the retesting guidelines.

The following guidelines apply to retesting:

Students who received a failing grade on an assessment must have the opportunity to retest; the retest may include items from all objectives covered on the original assessment or only those objectives not mastered by the student.

Students who received a score below 75 on a major grade assessment have the opportunity to retest. The retest may include items from all objectives covered on the original assessment or only those objectives not mastered by the student.

Students must attend a reteaching session or complete other approved activities for remediation of nonmastered objectives.

Reteaching must be completed prior to the administration of the next major assessment in the course.

The maximum score that may be earned on a retest is 75 percent.

Initial test grade and retest grade

Documentation of retesting must be maintained in the student information system.

Reassessment procedures should be consistent across grade levels or the campus, as determined at each campus.

The teacher is responsible for giving makeup work to a child with an absence. The student should be given, as a minimum, the same number of days as he/she was absent to complete the work.

The teacher must have a system in place to notify a student of an assignment that occurred during his/her absence. Generally, one day for each day of an absence will be provided for the makeup work.

1. If a test was scheduled before the student was absent, then the student may be required to take the test the day he/she returns.

2. If a student has missed work, the teacher will give the student the opportunity to make up the work and receive the grade earned.

DATE ISSUED: 9/6/2019 LDU 2019.07 EIA(REGULATION)-X

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Spring ISD 101919

ACADEMIC ACHIEVEMENT GRADING/PROGRESS REPORTS TO PARENTS

EIA (REGULATION)

Homework

Progress Reports (Prekindergarten) Progress Reports (Kindergarten? Grade 5) Progress Reports (Grades 6?12)

Studies have shown that "classroom instruction and homework can complement one another to result in deeper understanding and improved skills." Students learn to assume responsibility for the independent completion of homework through a process of successive and structured release of responsibility. It is therefore important that homework assignments are geared to the realities of students' developing skills to avoid undue frustration and disengagement. The District provides the following recommendation for daily homework for all subjects.

Grade Level

Recommended Homework Time, Four Nights per Week

Pre-K?kindergarten

20 minutes of reading

1?3

30?45 minutes

4?5

45?60 minutes

6?8

60?90 minutes*

9?12

90?120 minutes*

*Students taking Advanced Level courses may require additional homework time.

Prekindergarten Progress Monitoring Reports are distributed three times per year and reflect progress toward the skills set forth in the Texas Prekindergarten Guidelines. Teachers invite parents for conferences to discuss their children's growth.

Written progress reports will be sent at the beginning of the fourth week of each grading period for students who have averages below 75 or an incomplete. Teachers have the responsibility to provide parental notice whenever a student is in danger of failing after the deficiency report has been sent.

Written progress reports will be distributed and/or posted on the Home Access Center at the end of the first three weeks of a grading period for secondary students whose academic average is less than 70 in any course, and for any secondary student whose performance has declined more than one letter grade or whose performance indicates danger of failing. If a student's average falls below 70 or the absence limit is exceeded after the scheduled notice of progress reports have been sent home, the teacher should send a report home immediately and contact the parent via phone call, email and/or parent conference. It is imperative that extra effort be made to give parents advance notice of a pending failing grade or of excessive absences in a class before the report card is sent home.

DATE ISSUED: 9/6/2019 LDU 2019.07 EIA(REGULATION)-X

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