Going Forward with a revised 2022-2023 Grading Scale/System

Grading Scale

The grading scale in place in RCPS schools prior to the pandemic was based on a 100-point scale. The 100-point grading scale uses 10 points to separate the “break points” at 90, 80, 70, and 60. But on this scale, the interval between the D and F is not 10 points, but 60. The “F” is given a 60 point interval (0-59). This is 50 more points than is assigned to grades A,B,C, and D. If we are to strengthen the academic confidence and motivation of all students, we must consider the undeserved and devastating influence a zero can have on a student’s final grade. Therefore, RCPS will not implement a 0-100 point grade scale for 2022-2023, but rather a 40-100 point scale.

The RCPS leadership team recognizes that all students experience ups and downs during the academic year and that each student deserves a scale that recognizes that students grow and academically mature on a variety of timelines. Students must be provided a grading scale that equally distributes grades so that when a “down” event impacts their ability to follow through with an expectation, their ability to climb back up is possible. RCPS will use a a point scale that does not “give” the student a free 39 earned points. It simply gives them the lowest “F” grade of 40 in a 20 point range of F = 40-59. This lessens the value of the traditional F by 20 points. While the points are not in equal distribution, the scale is one that equally divides "Desired Growth" from "Competency Mastery."

RCPS recognizes that students are on a continuum of academic growth. The goal is to have a student master skills, concepts and facts in order to successfully manage the next learning level. Many courses build upon one another and if children are unable to show mastery of one level of learning, mastering the next level of learning will be all the more difficult. RCPS believes that students who maintain a "C" or above in their courses will be ready to move into the next level of learning with capacity and confidence.

The 40-100 grading scale that will be in effect is below:

90-100 = A

80-89 = B

70-79 = C

60-69 = D

40-59 = F

There will be no numerical scores given below 40.

The grading scale is one component of a grading system. Grading expectations are another. The teacher team that met to discuss grading systems provided the leadership team assignment parameter recommendations that they felt teachers and students should abide by in an effort to ensure student mastery of standards, concepts and skills. The leadership team reviewed the recommended parameters and worked to revise them in an effort to provide clarity to the school community. The parameters are broken into 4 categories: School Assignment Expectations, Grading Expectations, Grade Recovery, Grade Flexibility, and Grade Communication.

School Assignment Expectations:

• Assignments will be manageable (age appropriate) for students.

• Assignments will be communicated by the teacher through a school-level format (PowerSchool, Syllabus, Google Classroom, etc.)

• Assignments will include a deadline for students.

• Students will submit assignments on time.

• Missing assignments will be acknowledged by the teacher and communicated to students within 3 days of the original assessment deadline as a “2nd Chance” intervention.

• The teacher and student will conference (within 3 days of the original assessment deadline) to devise a plan for the student to make up the assignment. Teachers may extend the deadline or exempt students from submitting assignments due to extenuating circumstances as disclosed during the “missing assignment” conference.

• Students are expected to follow the 2nd Chance Assignment Intervention plan. If the plan cannot be executed, students will be expected to conference with the teacher. If the student does not conference with the teacher or does not follow through with the “2nd Chance” deadlines, the student will retain the "F".

Grading Expectations:

• Teachers will explain to students at the beginning of the year, their grading practices for the course, including the breakdown of how each test, quiz, project, etc. will be weighted in determining quarterly, semester, and final grades.

• Teachers will clearly communicate assignment criteria and deadline expectations to students for all graded assignments. Examples of clear communication include a class agenda, syllabus, timeline, Google Classroom, etc. Providing such communication in writing is strongly encouraged.

• Teachers will assist students with assignment management in an effort to strengthen the students’ study skills and build students’ capacity to “time manage” their academic calendars.

• Students will comply with assignment criteria and assignment deadlines. Teachers will review and prepare future assignments based on the level of mastery evidenced through completed and submitted assignments.

• Students will respect assignment deadlines and work with their teachers if a deadline can not be met. (See assignments regarding “2nd Chance” above.)

• Students who request a deadline extension or a “2nd Chance” opportunity from their teacher will need to do so through a student/teacher conference. Parents are encouraged to participate in any meeting regarding their child’s missed assignments, low scoring assignments, and/or lost assignments.

• Students are expected to follow the 2nd Chance Assignment Intervention plan. If the plan cannot be put into place, students will be expected to conference with the teacher. Assignments not submitted within the 2nd chance period or within the extended time agreed upon by both parties and with no explanation to the teacher will be assigned an "F".

Grade Recovery:

• If a student receives a failing score of 40 - 59, the student or the teacher can request a “grade recovery” plan.

• Grade recovery plans are intended to allow a student a 2nd chance of showing evidence of skills, concepts and practices mastered. Students who follow through with this opportunity will be able to connect new knowledge due to the knowledge and skills they mastered through grade recovery.

• Grade recovery plans are a joint learning opportunity between the teacher and student and are created through a grade recovery conference initiated by the student, teacher, principals (principal, assistant, and associate), school counselors, parents, case managers, etc. The people initiating the grade recovery plan are encouraged to participate in the grade recovery conference with the teacher and the student.

• Grade recovery plans will include deadlines. If the student does not meet the grade recovery timeline, the "F" will remain in place.

Grade Flexibility:

• RCPS reserves the right to offer extra credit to students who consistently submit quality assignments on time. A quality assignment is defined as an assignment that meets the expectations of the teacher. RCPS believes that learning assignments are intended to support students academically and offer teachers evidence of learning as well as evidence that students are meeting the demands and expectations of modern society. Through assignments students are able to think critically and creatively, communicate their learning, collaborate with peers and submit quality work within the deadline period. An assignment submitted on time and completed according to the desired criteria may not directly involve the graduation attributes known as the Five Cs. However, having completed the assignment in a timely manner shows the teacher the student has learned to achieve a goal, a transferable skill many employers are looking for today.

• RCPS reserves the right for teachers to drop the lowest grade score during a quarter for students who consistently submit quality assignments on time. Students develop responsibility behaviors when they follow through on assignments in a conscientious manner, including doing their best and respecting the “due” date. Academic confidence is built one assignment at a time and with each successful completion, students grow more and more secure in their academic capabilities and have a better chance of earning a higher quarterly grade.

• RCPS reserves the right for teachers to expect students to work for grade recovery if an assignment is completed unsuccessfully. While grades are important, ensuring student mastery of learning is the goal of Radford City Public Schools. Excellence in education, every student, every day is the expectation and all educators will work to instill that in all students.

Grade Communication:

Appropriate communication between the school and home is critical in helping students find academic sucess. While there are many things the school can relay to parents, regular and consistent communication of grades is important for students, teachers and families. In regards to teacher-student, parent-student, and teacher-parent communications through PowerSchool, RCPS’s online gradebook system, we know that it is most beneficial when teachers, students, and parents/guardians are updating and checking PowerSchool regularly (at least once a week).

PowerSchool houses the academic profile of students and families can access their child’s academic school record through this media. Grades should be updated each week so that students and parents have time to review and if needed, conference with the teacher. Teachers can be expected to have at least one grade per week during a quarterly grading period, and likewise should be able to enter those grades in a timely manner. Approaching the halfway point during a nine weeks grading period, teachers can be expected to reach out to parents regarding student progress, if needed, and always for students who are in jeopardy of receiving a D or an F for the quarter. RCPS encourages families to reach out to teachers to discuss any grades that fall between 40 and 69. If a student is receiving number grades in this range consistently, a conference with all stakeholders should be held to identify the weakness or barrier that is keeping a student from mastering learning concepts and skills.

As part of RCPS’ 60-point grading scale, 40 is the lowest failing score that a student can receive on any assignment, regardless of attempt status. The following are examples of how student progress may be communicated to students and families:

• If the deadline has passed for an assignment and a student has not yet turned that assignment in, that assignment is considered missing and will result in "F". Teachers will indicate missing assignments by entering the grade for the assignment as a 40 - “F,” and indicating that the assignment as “Missing” using the orange icon in PowerSchool.

Parents are encouraged to be on the lookout for this symbol in PowerSchool. Working together, teachers and parents can support students by addressing the missing assignment and the grade due to the lack of completion. If the student and teacher can work on a “2nd Chance” assignment, the score of “F” will be changed based on the quality of the work completed and adherence to the revised deadline.

• Teachers can also utilize the green “Absent” indicator for students who were not present in class when work was assigned. Teachers may also enter an “F” for that grade until the student has discussed the assignment with the teacher, and subsequently turned that assignment in for grading.

Parents are encouraged to be on the lookout for this symbol in PowerSchool. Working together, teachers and parents can support students by addressing the “make up” assignment and setting up a new deadline. The score of “F” will be changed based on the quality of the work completed and adherence to the revised deadline.

• Teachers may utilize the blue “Incomplete” indicator in PowerSchool to acknowledge an assignment that has been turned in, graded, but yet the assignment leaves room for improvement in regards to the student showcasing their understanding of the material.

Parents are encouraged to be on the lookout for this symbol in PowerSchool. Working together, teachers and parents can support students by addressing needed improvements and setting up a new deadline. The score of “F” will be changed based on the quality of the work completed and adherence to the revised deadline.

• Teachers can also utilize the red “Late” icon to indicate that a “2nd Chance” assignment was received after the date agreed upon during a Grade Recovery conference.

Parents are encouraged to be on the lookout for this symbol in PowerSchool. Together, teachers and parents can support students by following through with the “2nd Chance” process.

In addition to the use of appropriate PowerSchool icons and grades, teachers are encouraged to leave notes on each assignment that is not on par with that student’s ability, but always when a student receives a failing grade. Noting pertinent information in the notes section for each assignment is a convenient way for teachers to communicate with families regarding a score of “F” due to missing work, late work, work lacking in quality and 2nd Chance scenarios.