Grading Practices Update for School Board

Mrs. Donna Dalton, Chief Academic Officer Dr. Juliette Myers, Director of Curriculum and Instruction

Dr. Beth Teigen, Executive Director of School Administration Dr. Nancy Hoover, Director of Research and Evaluation

Dr. Joseph Tylus, Director of High Schools Dr. Michael Gill, Director of Middle Schools

Dr. Cyndee Blount, Director of Elementary Schools Ms. Linda Wood, Director of Elementary Schools

Dr. Michael Asip, Director of Exceptional Education Dr. Laura Kuti, Instructional Specialist for ESOL

With special appreciation to Dr. Jeremy Lloyd, Grading Committee Chairman

Design for Excellence 2020

Goal 1 : Academic Excellence

– All learners will acquire, analyze, synthesize and evaluate information to solve meaningful problems and to achieve success as productive, thriving global citizens. Students will learn through active engagement, collaboration and exploration of personal interests, talents and ambitions across disciplines.

– Student learning and achievement will be measured and

reported using clearly defined standards and performance assessments that measure student progress toward personalized learning goals.

Tonight we’ll review: Purpose of Grades Grading Mechanics

Elementary Grading and Report Cards Secondary Grading and Report Cards

Assessing and Grading Special Populations Attendance

Academic Dishonesty Next Steps

Grading Handbook and FAQ Sheet

A grading handbook has been created for

teachers, staff, parents and the community.

Frequently Asked Questions address answers to common questions brought up by teachers and staff.

Definitions of grading terms appear in the back of the handbook.

Committee members are also recognized in the handbook.

Review of Timeline • 2012-13

– researched and proposed revisions to grading scale and grading practices

– developed handbook for teachers – developed revised report cards

• March-July – Updated Direct Reports, Executive Team and the School Board – Reviewed and finalized the grading handbook through the work of the

Grading Committee – Reviewed Policy 3040-R, The Uniform Grading Standards, through the

Policy Review Committee – Discussed format and continued work on proposed elementary and

secondary report cards – Received feedback on proposed report cards – Finalized draft grading handbook and Frequently Asked Questions

• August (TODAY!) – Update Board on grading handbook and report card committee

recommendations

• September-November – Host Public Engagement Session – Engage students in the grading discussions through Model County

Government process – Hold a public hearing on grading practices

• December - March – Review the Uniform Grading Standards and other policies impacted by grading

changes – Read by School Board for policy revisions – Take action by School Board on policy review

• March-August

– Update all documentation and technology systems – Provide professional development for leaders and teachers through iLearn

2014 – Update parents on new grading practices and policies

Purpose of Grades Dr. Juliette Myers

Purpose of Grades

• Purpose: communication of student achievement on specified standards

• Grades shall support learning by accurately representing student achievement and providing students with feedback.

• The main audience for grade communication is the student and the student’s family. – For high school, prospective colleges and employers are

also important audiences for student grades.

Grading Mechanics Dr. Beth Teigen and Dr. Nancy Hoover

Grading Mechanics

• Use of Grades –Provide a record of student achievement over time –Provide information for consideration regarding future course/program selection –Derive student GPA (where applicable)

• Determining Grades

– Consistent grading practices within grade levels and/or content areas

• Formative and Summative Assessments

– Formative assessments are assessments FOR learning – Summative assessments are assessments OF learning

Formative Assessments

Summative Assessments

𝟔𝟔 − 𝟖𝟔𝟖

𝟐𝟔 − 𝟒𝟔𝟖

Grading Mechanics

• Schedule of Grades – Multiple formative and summative grades in various

categories

• Weighting of Grades – Teachers collaborate within grade level teams or content areas to clearly define categories of assessments

Discussion of Grading and Report Cards: Elementary

Ms. Linda Wood and Dr. Cyndee Blount

Recommended Grading Scale: Elementary

Letter Grade Point Range Descriptor

A 90-100 Excellent

B 80-89 Very Good

C 70-79 Satisfactory

D 60-69 Marginal Achievement

F Below 60 Failing

Reading 1st 2nd 3rd 4th

Grade A

Student is reading above, on or below grade level.

ABOVE

Expands word knowledge when reading (phonics, word structure, and word meaning)

4

Reads and comprehends fiction and poetry

4

Reads and comprehends nonfiction and electronic resources

4

Writing 1st 2nd 3rd 4th

Grade

Writes for a variety of purposes 4

Edits writing for correct grammar, capitalization, punctuation, and spelling

3

Uses an inquiry process to write short reports

3

Oral Language 1st 2nd 3rd 4th

Grade B

Uses effective communication skills in group activities

4

Presents brief oral reports using visual media

3 Elem

enta

ry R

epor

ting

to P

aren

ts

Mathematics 1st 2nd 3rd 4th

Grade B

Demonstrates an understanding of:

Number and Number Sense 4

Computation and Estimation 3

Measurement

Geometry

Probability and Statistics 3

Applies and adapts a variety of appropriate strategies to solve mathematical problem

3

Communicates mathematical thinking coherently and clearly to peers, teachers, and others

3 Elem

enta

ry R

epor

ting

to P

aren

ts

Elementary Reporting to Parents

Number Score

Descriptor

4 Student’s performance exceeds standard/expectation and student consistently produces outstanding work.

3 Student’s performance meets standard/expectation and student consistently produces quality work.

2 Student’s performance is approaching standard/expectation and student inconsistently applies learned skills.

1 Student’s performance is below standard/expectation and student frequently requires re-teaching.

Critical Thinking 1st 2nd 3rd 4th

Demonstrates problem-solving strategies and complex thinking

Applies previous learning to a new situation

Utilizes appropriate resources for a product

Responsibility 1st 2nd 3rd 4th

Follows directions when given

Plans, organizes and completes homework

Demonstrates respect toward self, others, and property

Collaboration 1st 2nd 3rd 4th

Demonstrates conflict resolution skills

Works cooperatively with others in a variety of settings

Communication 1st 2nd 3rd 4th

Demonstrates ability to communicate effectively in oral and/or written form

Provides relevant contributions to the class

Demonstrates listening skills and asks questions to clarify understanding

Self-Management 1st 2nd 3rd 4th

Produces quality work in a timely fashion

Sets achievable goals and reviews progress

Demonstrates self-control and transitions appropriately between activities

Technology Literacy 1st 2nd 3rd 4th

Uses technology tools effectively to collaborate, produce, and communicate information

Practices safe, legal, and responsible use of information and technology

Elem

enta

ry R

epor

ting

to P

aren

ts

Elementary Reporting to Parents Student Attendance 1st

Quarter 2nd

Quarter 3rd

Quarter 4th

Quarter

Total

Days Absent

Days Tardy

Early Dismissals

Elementary Reporting to Parents

Zeros: Elementary Grades

• On a 0-100 grading scale, zero grades are detrimental to the goal of grading student achievement on standards and learning targets. – A zero is seldom an accurate reflection of what a student has learned

or is able to do. – A zero has a disproportionate effect when grades are averaged

together. The zero score typically has more influence on the overall average grade than any other score.

– Zeros tend to cause students to withdraw from learning instead of prompting greater effort.

• There will be no zero grades for students in Grades K-5.

– When grading students on a 0-100 scale, the lowest grade will be 50. – When scoring students on the 1-4 rubric, the lowest score will be 1. All

efforts will be made to ensure students complete all assignments and assessments in order that they learn.

Homework: Elementary Grades

• Amount of homework: – 10 minutes of homework per grade level per night – 15 minutes of homework per grade level per night

to include nightly expectations for reading

• Grading homework

– Grades K-5: • Homework shall be accounted for but will not be given

a letter grade or used in calculating content grades

Late Work and Repeated Work: Elementary Schools

• The expectation continues to be for all students to complete all assignments and assessments.

• Due dates shall be clearly communicated to students in class.

• Elementary teachers are expected to provide opportunities for students to submit work late. The student’s grade will not be reduced but the behavior will be recorded under Work-Related Skills.

Discussion of Grading and Report Cards: Secondary

Dr. Michael Gill and Dr. Joseph Tylus

Grading Scale Secondary Recommended

Letter Grade

Point Range Descriptor GPA GPA for Honors/Dual Enrollment

GPA for AP/IB/

Industry Certification*

A+ 97-100 Excellent 4.5 5.0 5.5 A 90-96 4.0 4.5 5.0

B+ 86-89 Very Good 3.5 4.0 4.5 B 80-85 3.0 3.5 4.0

C+ 76-79 Satisfactory 2.5 3.0 3.5 C 70-75 2.0 2.5 3.0

D+ 66-69 Minimum Passing 1.5 2.0 2.5 D 60-65 1.0 1.5 2.0 F Below 60 Failing 0.0 0.0 0.0

*Only specific Industry Certification courses

Secondary Report Card

Chesterfield County Public Schools STUDENT NAME SCHOOL YEAR Date Report Card Printed: Student Evaluation School Name Marking Period Date of Next Report Card:

o

School Counselor Name: School Counselor Email:

GRADES and NUMERIC AVERAGE P E R I O D

SUBJECT NAME

1

2

E X A M

S E M

3

4

E X A M

S E M

F I N A L

Earned Credits (Based

on Final Grade)

MP Absence/ Class 1 2 3 4 T

Teacher Name

01 02 03 04 05 06 07

English 12 Physics 1 US Government AP Calculus Show Choir French 5 Fit for Life

B (86)

C (74)

B (85)

A (94) A+

(99) B+

(88) D

(65)

C+ (79)

C (74)

B (85)

A (94) A+

(100) B+

(88) D

(65)

N

C

D

N

N

N

B

B

C

C+

A

A+

B+

C

B+ (88)

C (74)

B (85)

A (94) A+

(99) B+

(88) D

(65)

B (81)

C (74)

B (85)

A (94) A+

(99) B+

(88) D

(65)

N

C

D

N

N

N

B

B

C

C+

A

A+

B+

C

B

C

C+

A

A+

B+

C

1

1

1

1

1

1

1

0 13 2 0 15

Amber Blue Crayon Dear Endless Fountain Green

Grade Point Average (GPA):

Class Rank:

School Absences Year To Date: Current Marking Period:

School Tardies Year To Date: Current Marking Period:

Good attendance boosts academic success and prepares students for future employment. Excessive absences may affect receiving course credit or promotion to the next grade. For information related to attendance, please refer to School Board Policy 4020.

Please refer to School Board Policy 3042 for information pertaining to grade level classification in high school and secondary promotion requirements.

STUDENT #

HR # Pd 1 Class Rm#

Grade:

Pd 1 Teacher

Team (MS)

To th

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rent

s of:

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T N

AME]

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Other notations are: P (Passing); I (Incomplete); W (Withdrawn); NC (No Credit); N (No Grade)

A+ = 97-100 A = 90-96 B+ = 86-89 B = 80-85 C+ = 76-79 C = 70-75 D+ = 66-69 D = 60-65 F = below 60

Excellent Very Good Satisfactory Minimum Passing Failing

Grading Scale

Comment Section for Current Marking Period Class Period

Course Name Academic Effort 21st Century Skills Teacher Name Teacher Email

1 2 3 4 5 6 7

Academic Effort Explanation Comments 1-5 are for specific targeted program area use only A-Commended for work/study habits H-Work missing from absence or student choice B-Commended for cooperative attitude I-Turning in assignments after due dates 1-Has adjusted to new instruction C-Consistent positive classroom participation J-Lack of preparation for class 2-Accomodations needed D-Has shown improvement in classwork K-Needs to do homework 3-Level 1 monitoring E-Inconsistent daily attendance has affected performance L-Improper classroom behavior 4-Reading & writing skills improving F-Low test grades M-Student not utilizing extra help offered 5-Level 2 progressing G-Low quiz grades N-Parent: Please contact teacher to discuss concerns

21st Century Skills Explanation In addition to meeting basic classroom expectations expected for all students, you have exceeded expectations and are commended for:

During this Marking Period, your performance in class has raised a level of concern as related to:

1-Use of technology tools to collaborate, produce, and communicate information 7-Basic use of technology 2-Positive leadership role in teams and collaborative settings 8-Safe, legal, and/or responsible use of information and technology 3-Creative and innovative thinking 9-Self direction 4-Critical thinking and reasoning skills 10-Working collaboratively and cooperatively with others in various settings 5-Making connections indicative of global awareness 11-Communication in oral form 6-Actions indicative of social and civic responsibility 12-Communication in written form 13-Quality of work submitted when compared with prior academic performance Additional Information Cumulative Grade Point Average (GPA) Class Rank NCAA Eligibility Center Semester grades of all high school courses for credit are averaged to determine a student’s Grade Point Average. GPA is first printed on a student’s report card following the first semester of their Junior Year and is updated each subsequent semester.

Class rank is based on GPA and the number of students in that student’s graduating class. Some Specialty Centers do not rank students. For additional detail on either GPA or Class Rank please contact your child’s School Counselor.

The NCAA, for freshman year college athletic eligibility, establishes the number and types of courses that are used to determine if a student is eligible for college athletic participation. Please check with your student’s school counselor at the end of your student’s Sophomore year to verify that they are meeting the minimum requirements for the NCAA Eligibility Center if you feel your child may compete in athletics in college.

Exams, Exemptions and Credits: Secondary

• Semester Exams and Exemptions – Given in all secondary courses that carry high school

credit

• High School Credit Courses in Middle School – Middle school students and their parents may opt to

drop the credit for any high school course which they completed while in middle school

Zeros: Secondary

• Noted: On a 0-100 grading scale, zero grades are detrimental to the goal of grading student achievement on standards and learning targets. – A zero is seldom an accurate reflection of what a student has learned or is able

to do. – A zero has a disproportionate effect when grades are averaged together. The

zero score typically has more influence on the overall average grade than any other score.

– Zeros tend to cause students to withdraw from learning instead of prompting greater effort.

• Teams of teachers along with the principal will discuss the impact of zero

grades and determine actions to reduce and minimize the number of zero grades.

• Efforts will be made to ensure students complete all assignments and

assessments in order that they learn. Any situation where one or two very low grades lead to a large reduction of the average grade will be reviewed for possible repeated assessments.

Homework: Secondary

• Amount of homework: - Grade 6: 60-90 minutes per evening - Grade 7: 70-105 minutes per evening - Grade 8: 80-120 minutes per evening - Grade 9: 90-135 minutes per evening - Grade 10: 100-150 minutes per evening - Grade 11: 110-165 minutes per evening - Grade 12: 120-180 minutes per evening • Grading homework :

– Grades 6-12: • Homework should play an important role in academic

success as measured by grades and/or standardized test scores.

• Homework can be formative or summative.

Late Work and Repeated Work: Secondary

• Due dates and expectations will be clearly communicated, as well as any concerns with student work.

• Teachers will provide opportunities for students to submit summative assessments late for a reduced grade.

• Teachers will provide opportunities for students to repeat assessments in extraordinary circumstances.

Assessing and Grading Special Populations Dr. Michael Asip and Dr. Laura Kuti

Grading Students with Disabilities

• Teachers of students receiving special education services must be mindful of their students’ individual needs, using grade-level standards.

• Teachers should strive to minimize the impact of each student’s disability on the determination of the grades.

• Teachers must provide instruction in accordance with a student’s IEP.

• Special education and general education teachers collaborate in providing differentiated instruction, accommodations, specialized instruction, modifications, and/or grading

A Model for Grading Students with

Disabilities

Grading Students with Disabilities

• Comments specify the degree of modification and support a student needs to master standards:

extensive supports and modifications some support minimal supports

• In addition, special education teachers provide parents copies of

the IEP Progress Reports. • An IEP Progress Report with comments may be used instead of a

report card: • Virginia Alternate Assessment Program (VAAP) • Instruction through a functional life skills curriculum in

accordance with his/her IEP.

Grading English Language Learners

• For grading English Learners (ELs), consider the following – English language proficiency level – Adaptations to instruction and assessment – Student’s progress – Student’s effort

Grading English Language Learners

• Grades for ELs – For ELs at English language proficiency levels 1-5, D’s and F’s are

generally not appropriate when the student is showing progress

– For ELs at English language proficiency levels 1-5, an “X” (for elementary)/an “N” (for secondary) can be given in any content area for the first two marking periods in which a child is enrolled in U.S. schools if no progress can be measured

– For ELs in monitor status for 2 years who have exited the program, they are not entitled to accommodations/modifications

• Retention of ELs – Retention should not occur just because an EL is below grade level;

rather look at an entire year’s progress in reading and mathematics to determine if repeating will benefit the child

– Retention may be considered in cases of excessive absences or lack of progress

Attendance and Academic Dishonesty Dr. Juliette Myers

Attendance – School Board Policy 4020 addresses attendance.

– Make-up work is the student’s responsibility.

– Make-up work is expected to be completed within six

school days (not class sessions).

– Previously assigned work with deadlines missed due to absence will be due the first day upon return.

• The principal or designee, however, may consider extenuating circumstances in extending the time limit.

Academic Dishonesty

• Plagiarizing • Plagiarizing is the use of another person’s distinctive ideas, images,

or words without acknowledgement or authorization.

• Cheating • Cheating is academic deception. It involves knowingly providing or

receiving unauthorized assistance.

– Teachers have a responsibility to review the correct use of sources, structure the testing environment to reduce the possibility of cheating, and specify the types of collaboration that are permissible.

– Students have a responsibility to avoid situations that might

contribute to plagiarizing or cheating and to adhere to the guidelines provided by the teacher for each assessment.

Next Steps Mrs. Donna Dalton

Next Steps