• The following grading framework will be in effect for the 2015-2016 school year. All elementary staff will follow this framework. Special educations teachers will follow the same framework with the understanding that modifications and/or adaptations to assessments may be necessary based on IEP goals and objectives as defined by the special education department.
35% Major Assessments and/or Major Projects
o At least two major assessments should be given each marking period along with the Quarterly Assessment. Eligible content needs to be assessed through major assessments and/or projects.
o Project Based Assessments and/or Performance Tasks and/or Skill Demonstration may be administered/assessed in courses where pencil/paper assessments are not always feasible.
o Major Assessments should not take more than one class period to complete.
o Review Sheets can be distributed but should not take an entire class period to review for a major assessment. Avoid making a review sheet that mimics the Major Assessment.
o Minor Assessments can include projects, labs, quizzes, performance tasks, and/or demonstration of a skill.
o A minimum of six (6) mini-quizzes and/or labs, and/or other mini-assessments should be administered during the course of a marking period. Mini assessments can be project based, skill based, performance tasks, demonstration of a skill, or alternate forms of assessment.
o Minor Assessments should not take an entire class period. Instruction should resume after a minor assessment is given. If possible, minor assessments could take approximately 15 minutes or less of the class period.
o Accept reasonable student effort for completion of classwork. Students should not receive a grade for classwork. If class time is provided for student for work on projects that will lead to a major or minor assessment, they will need to know ahead of time.
o The attendance secretary and guidance counselors will monitor attendance closely. Letters regarding poor attendance will be sent home immediately. Poor attendance will be noted on the report card and will necessitate referral to a building principal and/or guidance counselor and a conference with the student/parent is recommended. The attendance secretary should also mail attendance letters to the student’s home. Attendance is not part of the grading policy.
o Students who are chronically late to class should be given an office referral. Lateness is not a part of the grading policy. Chronic lateness will necessitate referral to a building principal and/or guidance counselor and a conference with student and/parent is recommended. The attendance secretary should also mail late letters to the student’s home.
o Homework is practice and reinforcement of a newly introduced skill and should not be graded punitively.
o The purpose of the homework is to practice a skill.
o Give credit for reasonable effort.
o Give credit for reasonable effort toward completion of homework.
o Students will not receive a grade lower than 45 by default in the final grading category. (For example, if the grade is calculated as a 30, it will default to a 45 in the “final grade” section.)
o e-School will be available for parents to view for student grades.
o Grades should be accessible for parents. It is the teacher’s responsibility to use their educational preparation period to update grades on e-School.
o Grades on e-School should be updated in a timely manner after grades have been determined/finalized
o Students are strongly encouraged to complete projects and assignments in a timely manner as defined by the teacher given due dates. Reasonable extensions should be granted for extenuating circumstances and prolonged absence due to illness.
o When feasible, conference with the student when a major project and/or assignment in not completed on time. Give reasonable opportunity for student to complete.