ELA Grading Policy
Purpose of Grades:
The focus of a grading system is to measure student mastery on their learning targets. The purpose of grades is to provide students with feedback about their progress and achievement, guide students about future coursework, provide guidance to teachers for instructional planning and communicate progress to parents.
LISD Grading Policy Expectations:
• Grading policy should be focused on student learning and mastery of skills
• Grading policy must be consistent by grade level or course by campus
• Retake or redo opportunities should focus on opportunities to relearn concepts
• Retake or redo opportunities should scaffold based on age level appropriateness
Skills-Based Grading Components
In order to report the most accurate snapshot of a student’s current level of skills mastery, LISD ELA teachers are committed to the following five components of skills-based grading.
Report out scores/grades according to content area proficiency skills/standards instead of individual assignments.
Use skills-based rubrics with specific descriptors for each proficiency level instead of using the traditional 100 point scale to assign scores/grades.
Provide students with opportunities to practice, self-assess, and demonstrate mastery on each skill.
Focus on mastery of skills - remove all other factors when calculating the grade such as behavior, attitude, participation, and effort.
Report the current level of achievement within each skill at the end of a marking period instead of averaging scores together.
District Rubric-to-Percent Score Conversion Chart
4 = 100
3.5 = 95
3 = 90
2.5 = 80
2 = 70
1.5 = 65
1 = 60
M = 0
RBMS ELA Gradebook Categories
There are three categories in the gradebook. As a student's skills, tracked in the "Evidence of Learning" category, reach or exceed Mastery, the score in "Language Arts Skills" grows to reflect the Current Level of Mastery.
Language Arts Skills - 99%
Evidence of Learning - 1%