Grading and Reporting

Grading & Reporting

Consistent with MCPS Regulation IFA-RA, Curriculum, teachers will use a variety of assessment approaches over time to create a body of evidence and monitor student learning of the MCPS curriculum. Student grades are based on the collected body of evidence. 1. The body of evidence may include assessment products such as unit assessments, papers, projects, quizzes or tests, and/or performance tasks.

1. Grades must be based on individual demonstration of skill and understanding. 

2. Grades for elementary content areas are based on evidence of the attainment of assigned grade-level or course expectations. 

At the elementary level, report cards indicate adjustments to grade level expectations. 

(1) The report card will reflect the student’s actual instructional level and achievement of assigned indicators in reading and math.

 (2) Parents/guardians of EMLs will receive supplemental information on their student’s performance in listening, speaking, reading, and writing, based on expectations that are appropriate to their English language proficiency level. IKA-RA 7 of 18 2. 

Formal reporting varies by grade level as follows: 

a) Prekindergarten teachers report student achievement to parents/guardians in parent conferences and narrative reports.

b) Reporting for Grades K–5 is as follows: (1) Report cards for students in Grades K–5 are issued at the end of each marking period. (2) Between the fourth and sixth weeks of each marking period, interim reports are generated centrally for all students, posted on the ParentVue Portal, and mailed home centrally for parents/guardians who do not have ParentVue accounts. (3) In Grades K–5, one parent/teacher conference is required during the first semester. 

Permissible Grade Symbols and Scales used in report cards

Kindergarten and Grade 1 Academic Grades 

Grade 2 to Grade 5 Academic Grades