Grading Policy 

RBMS 7th ELA will be operating gradebook with the following categories:

• Language Arts Skills = 90%

  • Grade fluctuates based on growth shown through summative and formative assessments to show mastery of skills

• Commitment to Learning = 10%

  • Grade is based on task completion, timeliness, and accuracy

Students are expected to turn in work on time. If it is not turned in on time they have until the last Wednesday of the grading cycle to achieve their own level of mastery, up to full credit in the Language Arts Skills category. If work is not received by the last Wednesday of the grading cycle the student will receive a zero for the assignment. 

Redo/Retake policy:

Students will have until the last Wednesday of the grading cycle to achieve their own level of mastery on the final assignment/assessment per specific skill that has been taught, up to full credit. Students will complete a teacher tutorial within two days after it is graded. The teacher will provide an additional assignment/assessment covering the skills of the assignment/assessment. 

If a student has a late or missing assignment, they have 5 school days to complete the assignment after being notified. 

The Retakes/Redos Policy does NOT include daily tasks. 

If a student is absent from class for any reason outside of their control (illness, family emergency, school event, etc.) they will have the amount of time equal to their absence. They will be responsible for their missing assignments and will not be given additional time outside of the allotted.

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

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

1. Report out scores/grades according to content area proficiency skills/standards instead of individual assignments.

2. Use skills-based rubrics with specific descriptors for each proficiency level instead of using the traditional 100 point scale to assign scores/grades.

3. Provide students with opportunities to practice, self-assess, and demonstrate mastery on each skill.

4. Focus on mastery of skills - remove all other factors when calculating the grade such as behavior, attitude, participation, and effort.

5. Report the current level of achievement within each skill at the end of a marking period instead of averaging scores together.