Grading Procedures

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Formal assessments must include a variety of assignments such as tests, comprehensive writing assignments, projects, etc. A minimum of 4 formal assessments per quarter shall be included in the final grade for classes that meet every day. A minimum of 3 formal assessments per quarter shall be included in the final grade for classes that meet every other day. Project rubrics must be approved by the department chair.

Formal assessments are 70% of quarter grade.

Classwork must include a variety of assignments such as warm-ups, notebook checks, quizzes, group work, in-class tasks, class participation, etc. Class participation rubrics must be approved by the principal/designee. A minimum of 15 assignments per quarter for classes that meet every day and a minimum of 10 assignments for classes that meet every other day.

Informal assessments are 30% of quarter grade.

• Late informal assignments will receive 10 percentage points a day deducted until day five. Any informal assignment turned in after day five, will receive a 1% in the gradebook.
• Late formal assignments will receive a 10 percentage point deduction a day until day ten. If a student turns in a formal assignment after 10 days, the student will be given a 1% in the gradebook.

• Absent students will be given the opportunity to earn full credit for 5 days after returning to school for any new (assigned on the day of absence) formal or informal assignment.
• INFORMAL - After the 5 day grace period, 10 percentage points will be deducted daily. If the new informal assignment is turned in after the 5 day grace period, the assignment will receive a 1% in the gradebook.
• FORMAL - After the 5 day grace period, formal assignments will receive a 10 percentage point deduction per day. After 10 days, for the student will receive a 1% in the gradebook for the new formal assignment.

Evaluating student progress and grading that progress are essential components of the educational process (CMS Board Policy IKA). The purpose of assessment is to provide teachers, students, parents, and other individuals who support students’ learning with feedback on the extent of individual student mastery. This allows adults to be strategic in designing future instruction to meet students’ individual needs, it allows students to take ownership over their academic performance, and it ensures parents stay informed so they can be partners in the education process.

A: 90-100 = 4.0

B: 80-89 = 3.0

C: 70-79 = 2.0

D: 60-69 = 1.0

F: < 59 = 0.0

The new quality point standards only affect ninth graders in the fall of 2015-16 and all students entering high school after that year according to the effective policy date adopted by the State Board of Education. The new quality points standard will provide an additional .5 quality point to Honors courses and 1.0 quality point to Advanced Placement (AP)/International Baccalaureate (IB) courses, community college courses, or four-year university or college courses taken in high school. This eliminates discrepancies between AP/IB and community college or college/university courses and quality points and provides the same additional quality point to all college-level coursework. For example, a student who earns an A in an AP course would receive a weighted 5.0 grade for that particular course. A student who earns an A in an Honors course would receive a weighted 4.5 grade.

Student work should be graded in accordance with what they “Can Do” based on English language proficiency levels. Classroom teachers should design and modify instruction, assignments and tests based on students’ English language proficiency levels in reading, writing, listening and speaking as determined by the WIDA W-APT or ACCESS test.

ELLs may receive language modifications and testing accommodations in the classroom, while being instructed with Core Curriculum State Standards on grade level. The WiDA English Language Development Standards should be used as a tool to access Core Curriculum State Standards. The WiDA Can Do Descriptors highlight examples of what students can do at each English proficiency level. It is a grade specific resource designed to guide teachers in planning for meaningful activities with ELLs. Report card grades should reflect these instructional and language modifications without limiting the student from earning the highest grade in the content area. Students should not receive grades of “D,” “F,” or "1" on assignments solely based on their limited English proficiency. A student could receive a “D,” “F,” or "1" only if the student’s lack of performance on appropriately modified work warrants such a grade.

What is the Individual Education Program (IEP) Team required to do if a student with a disability is failing a grade or course?

The IEP team is required to convene in order to review, and if necessary, to revise a student’s IEP whenever a student is failing a subject(s) or class(es) to address any lack of expected progress in the general curriculum. This allows parents and students to be apprised of any difficulties the student may be experiencing in the general education classroom and/or special education program. New or additional interventions or strategies may be implemented to improve student performance. Special Education services, including accommodations and related services, may need to be reviewed by the IEP team.

Do federal or state laws provide guidance on how to grade students with special needs?

Federal and state special education regulations are largely silent on the topic of assigning a grade. Charlotte- Mecklenburg Schools has a Board of Education policy that addresses grading of all students. This policy outlines appropriate grading policies and grading scales for schools. IEP teams must provide accommodations or modifications found on a student’s IEP. Although students with disabilities have required accommodations and modifications, IEP Teams cannot provide an accommodation or modification that is in violation of Board policy (i.e., using a different grading scale or using a different type of grade). Teachers should maintain written documentation to support grades earned for all students.

What role should a student’s score(s) on the EOG/EOC assessment(s) play in their final grade?

Report cards represent an opportunity to evaluate students across three areas: the work they produce, the process through which they complete their work, and the effort they put into their assignments. Standardized testing generally measures the amount of course or academic content retained or produced and so it is in many ways incomplete. It is quite likely that the student is learning more than is measured solely by the EOG/EOC assessment(s). The report card provides a place to communicate this fact to parents and students.

When students with disabilities are in a co-taught class, who is responsible for assigning their grades? Who is accountable for their performance on high stakes tests?

The general education teacher is the teacher of record for the entire class. Both teachers share responsibility for all the students in their co-taught class and should collaborate on all areas of instruction.

How do teachers document on the PowerSchool Report Card that a student’s work is modified?

Report cards should have no indication that a child may be receiving Exceptional Children services. Teachers should use the IEP progress report to document academic and behavior specific information, which may include attachments of data collection and/or work samples that inform a parent of student progress. They should also continue to maintain ongoing communication with the family regarding strengths and needs of the student.