Hola a todos,

Este año escolar (2026-27), tengo tres materias diferentes: 

Español Hispanohablantes (Heritage) 1:  4A

Español 3:  1A, 2A, 4B

AP Español (Idioma y cultura):  1B, 3B

En este sitio de internet, encontrarán la información que necesitan para progresar en la clase.  Simplemente, abre el vínculo que corresponde a tu nivel y busca la lección y tarea del día.  Hay otra información en el sitio para suplementar todo también.

This school year (2026-27), I will teach three levels (see above).  This website has everything you will need to succeed this year.  Just click on the tab/link that corresponds to your class, find the daily lesson and homework, etc (Calendario y planes tab).  The site has a lot of other supplemental information that can help you as well.  Just explore a little.

-Maestro David West

Contact information form 

Before you read the general information about grading policy, work expectations, etc., please take a moment to refresh your understanding of what grades mean, as there seems to be a major disconnect between parent expectations and student results…

WHAT DO LETTER GRADES MEAN?

Grades

Letter Grades  (These descriptions are taken directly from WAKE COUNTY PUBLIC SCOOLS).

A+, A, A- indicates excellent performance.

B+, B, B- indicates good performance.

C+, C, C- indicates satisfactory performance.

D+, D, D- indicates less than satisfactory performance.

F indicates unsatisfactory performance (no credit: always include last date of attendance).

P indicates Pass (A-, B and C will automatically be replaced by "P" when the Pass/No Pass option has been requested. A+ and A will be recorded as "A+" and "A", not "P").
  NP indicates No Pass (D+, D, D-, and F will automatically be replaced by "NP" when the Pass/No Pass option has been requested).

NC (No Credit)Note: The NC grade was eliminated as of Winter 2019.

U indicates Audit (class taken for personal enrichment).

“ I” indicates Incomplete: An Incomplete can be provided when a student has satisfactorily completed 75 percent or more of the course work as defined by the instructor, but is unableto finish the remaining required scheduled work due to circumstances beyond the student’ s control. An Incomplete grade is not used to avoid a failing grade or to address student convenience.

This is a definition of grades from UNC Chapel-Hill

The following definitions will be used as a guide for the assignment of undergraduate grades.

·   A
Mastery of course content at the highest level of attainment that can reasonably be expected of students at a given stage of development. The A grade states clearly that the students have shown such outstanding promise in the aspect of the discipline under study that he/she may be strongly encouraged to continue.

·   B
Strong performance demonstrating a high level of attainment for a student at a given stage of development. The B grade states that the student has shown solid promise in the aspect of the discipline under study.

·   C
A totally acceptable performance demonstrating an adequate level of attainment for a student at a given stage of development. The C grade states that, while not yet showing unusual promise, the student may continue to study in the discipline with reasonable hope of intellectual development.

·   D
A marginal performance in the required exercises demonstrating a minimal passing level of attainment. A student has given no evidence of prospective growth in the discipline; an accumulation of D grades should be taken to mean that the student would be well advised not to continue in the academic field.

·   F
For whatever reason, an unacceptable performance. The F grade indicates that the student’s performance in the required exercises has revealed almost no understanding of the course content. A grade of F should warrant an advisor’s questioning whether the student may suitably register for further study in the discipline before remedial work is undertaken.

Here are some additional definitions found by typing in a search on google “words that describe grades”

A represents outstanding distinction and excellence. 90-100%
  - These are not impossible to achieve but are rare and difficult to come by.

B signifies levels of solid accomplishment and goodness. 80- 89%
  - Good is more common than excellent but more rare than average. While there is merit to hard work and long hours, it does not always guarantee success. Goodness refers to the combined results not just the effort.

C signifies "average- simple, common, adequate but ordinary 70-79%
  - Average is not usually an appealing rank to artists who strive for extraordinary and unique. C is however a very respectable point. Recognize what more is needed; plan to move ahead, improve and grow.

D represents results less than standard and/or mediocre- just passable 60-69%
  - Perhaps priorities about school or life have not been established. Recognize however, that a D can also mean that you truly do not understand what is expected. You should make an office appointment to discuss how you might take action on your future and upcoming assignment problems.

E is a clear failure. < 59%
  -It represents lack of effort/interest. It is a cause for deep concern.

Late Work/Retest/Cheating Protocols:

Grades, grades, grades (and assignments):

Here is THE ENLOE HIGH SCHOOL WORLD LANGUAGE GRADE PLAN for 2026-27.  I ADHERE TO THIS FOR MY CLASSES…

GRADING CATEGORIES have been established by World Languages department as follows, as per Enloe High School guidelines (2025):

world language classes levels 1-4:

Category

Weight

Description

Major

60%

assignments intended to measure mastery of content (e.g., tests, large projects, essays, other assessments)

Minor

40%

assignments intended to build mastery of content (e.g., homework, classwork, practice )

IB and AP world language classes:

Category

Weight

Description

Major

70%

assignments intended to measure mastery of content (e.g., tests, large projects, essays)

Minor

30%

assignments intended to build mastery of content (e.g., homework, classwork, quizzes)

WORK, DEFINED

ON TIME:  Students are expected to complete all assignments and submit them by the assigned due date. Assignments that are turned in on the original due date are considered to be on time. This work will be given feedback from the teacher and will be awarded full credit.

LATE:  Assignments that are not submitted by the original due date are considered to be late and will be marked as such in Infinite Campus. Students will have a one-class grace period to submit their work. This date will be known as the “Not Accepted After (NAA)” date.  Work submitted on or before the NAA will be given feedback from the teacher and will be awarded full credit. Accommodations will be given, as required, to students with IEP/504 plans.

MISSING:  Assignments that are not submitted before the NAA date are considered to be missing and will be marked as such in Infinite Campus. Work submitted after the NAA date will be given feedback from the teacher but will be awarded the grade of 0%. Assignments that are not submitted at all will be awarded the grade of 0%.

Scenarios from the examples above are illustrated in the following table:

Situation

Maximum Possible Grade

Label in Infinite Campus

Teacher Feedback

I turned it in by the due date.

100

NONE

YES

I turned it in after the due date but before the NAA date.

100

LATE

YES

I did NOT turn it in by the NAA date

0

MISSING

N/A

HOMEWORK. Homework is an extension of classwork and will afford students the opportunity to practice skills and apply concepts learned in the classroom. Homework reflects content and skills explicitly taught and practiced in class first. Projects or long-term work that is developed both in class and at home is not considered homework for grading purposes; therefore, these assignments/assessments are not eligible for the NAA date. Accommodations will be given, as required, to students with IEP/504 plans.

●       Students should be prepared for homework in all subjects. Board Policy R&P 3135 suggests approximately 30 minutes per class session per night as a guideline.

●       Expect approximately 1 hour of homework per AP/IB class, per night.

●       If homework is graded, it will not count more than 15% of a student’s total quarter grade, as defined by the PLC.

●       According to board policy, all grades must be tied to student learning of the standards and cannot be punitive. Students with IEP/504 plans will adhere to their accommodations.

CLASSWORK. Classwork is to be completed during instructional time and is due when the teacher specifies (usually at the end of the class period). The NAA date does not apply to classwork. Accommodations will be given, as required, to students with IEP/504 plans.

MAKEUP WORK AS A RESULT OF AN ABSENCE

●      EXCUSED/UNEXCUSED: Students who are absent should check the Canvas Learning Management System (LMS) to see what work or assignments they missed during their absence. Students will have the opportunity to submit make-up work for full credit but must still adhere to the definitions above. The due date established for make-up work will follow the guidelines set out in the Enloe Student Handbook.

●      ALC & SUSPENSION: Students in ALC are considered to be present and are, therefore, expected to check the LMS and complete any assignments by the assigned due date. Suspended students are also expected to check the LMS and complete assignments as outlined by the teacher.

REMEDIATION and RECOVERY. Students who want to improve their grade by demonstrating mastery of  course material can take advantage of remediation and/or recovery.

REMEDIATION takes place during the quarter and allows for additional support for students in order to master course material. This may come in the form of reteaching (e.g., during office hours support), followed by opportunities for reassessment. Any missing work that is submitted for remediation will be awarded a maximum grade of 60%.

RECOVERY takes place after the quarter has ended and provides a final opportunity for students who failed the quarter to improve their quarter grade up to a 60%. Recovery may include completing selected missing or alternative assignments as determined by the PLC.

EXTENUATING CIRCUMSTANCES: Should extenuating circumstances arise, the individual teacher will have the right to  modify any of the above.  This will be clearly communicated with the student and will be part of an on-going conversation designed to help the student to be successful.

HONOR CODE POLICY

The WCPSS Honor Code Policy (4310) outlines the school district’s expectations regarding academic honesty and provides definitions of prohibited behavior including cheating, plagiarism, and falsification or deceit. Unless a student is explicitly told otherwise, using online translations of stories, online translators (e.g., Google Translate), or AI (e.g., ChatGPT) is a violation of the honor code.

The consequences for academic dishonesty are described in section B, item 2:

A student’s grade may or may not be impacted by a violation. If the violation impacts a student’s grade, the school may impose academic consequences according to the following criteria: (a) when reasonably possible, the student will be expected to complete the assignment or an alternative assignment as determined by the professional learning team (PLT) guidelines and will do so in an honest manner consistent with the honor code, and (b) the student may receive full, partial, or no grading credit for the assignment as determined by PLT guidelines approved by the principal.

The World Languages Department therefore establishes the following guidelines (in alignment with the Enloe Student Handbook) regarding the consequences for violating the WCPSS Honor Code:

1st VIOLATION:

●      Incident will be documented in Infinite Campus;

●      Parent(s) and/or guardian(s) will be notified;

●      Counselor will be notified for documentation and use in college recommendations;

●      Adviser(s) of extra-curricular activities and honor societies will be notified; and

●      The student will initially be given a 0 and then be expected to complete the same or an alternate assignment (at the teacher’s discretion), with the highest grade possible being a 60%.

2nd VIOLATION:

●      The same individuals will be notified as in the 1st offense;

●      Incident will be documented in Infinite Campus;

●      Grade level administrator will be notified for disciplinary consequences; and

●      The student will initially be given a 0 and be expected to complete the same or an alternate assignment (at the teacher’s discretion), with the highest grade possible being a 50%.

3rd+ VIOLATION:

●      The same individuals will be notified as in previous offenses;

●      Incident will be documented in Infinite Campus;

●      Administration will be directly notified for consequences which may include ISS/OSS; and

●   The student will receive no credit for the assignment.

Severe cheating that involves theft and/or distribution of course material will result in an immediate referral to the administration.

How will this translate to Spanish?  There are three forms of communication Spanish students will be graded on, plus there will be a few assessments related directly to grammar (it is slightly different for AP).

Presentational Spanish:  This is when there is no back and forth.  Examples include a speech, a summary, or a writing prompt.  These assessments can fall into the Major or Minor category.

Interpersonal Spanish:  This when there is back and forth.  Examples include a discussion, responding to a question AND following up, some form of interview or conversation.  These assessments can fall into the Major or Minor category.

Interpretive Spanish:  This is when you are showing what you understand from a prompt.  It could be answering comprehension questions about something you read/heard, explaining what you understand about it, or providing context from a listening clip.  These assessments can fall into the Major or Minor category.

Language Structures:  This is where any kind of traditional grammar or vocabulary assessment would fall.  It is kind of the nuts and bolts of Spanish that is prevalent throughout all three of the primary forms of communication.  ALL assessments designed exclusively for “Language Structures” will fall into the “MINOR” grade category.  

Culture (and comparisons):  This is where an assignment could even include English explanations (for Spanish 1-3).  This area tends to be focused less on language communication and more on knowledge of a target culture.  Often comparing differences between target culture and generic U.S./NC culture would fall here.  For Spanish 1-4, all assessments focusing primarily on Culture (and comparisons) would fall into the “MINOR” grade category.  For AP Spanish, the “Project Presentation” would still be Major.

FOR AP SPANISH, aspects of the “Country Project” will fall in the “Minor Category”, and there is no place within the AP curriculum to teach language structures, so I don’t expect to do any assessments focused on them. 

LANGUAGE DAY CRAFT ACTIVITY- 2024-25

OJOS de Díos… 

Un minuto (inglés): 

https://youtu.be/z4QiWg_n0ZE?si=AJtrWtvP0ky6UjlP

 8 minutos (inglés)-incorpora la historia/el significado cultural:  https://youtu.be/tK8zasUfhUo?si=gX4JYP1Ged7fhFZX