Grading Policy
Purpose of Grading
Grades are used to provide a clear picture of each student’s progress toward mastery of grade-level standards. They reflect a combination of accuracy, effort, and growth over time. Students will be given opportunities to show their understanding in multiple ways, and grading practices are designed to encourage both academic achievement and a positive attitude toward learning.
Types of Grades
Grades will be taken in three main ways:
A. Accuracy-Based Grades
These grades reflect how well a student has mastered the skill or concept.
Examples: math quizzes, reading comprehension tests, science or social studies assessments, final drafts of writing assignments.
Scoring will be based on the number of correct responses, quality of work, or adherence to a rubric.
Accuracy grades will make up a majority of the grade in each subject area to ensure mastery is the focus.
B. Completion-Based Grades
These grades are given when the purpose of the work is practice, participation, or engagement rather than final mastery.
Examples: guided practice, rough drafts, in-class activities, group work, journal entries.
Students will receive full credit for completing the task with reasonable effort and following directions.
Minor errors will not affect the score as long as the task is completed thoughtfully.
C. Flexible Homework Grades
Homework is assigned to reinforce classroom learning and develop study habits—not to penalize students for concepts they are still learning.
Homework will typically be graded for completion and effort, not accuracy, unless otherwise stated.
If homework is incomplete or late, students will be given opportunities to finish it for full or partial credit.
If a student shows mastery on related in-class work or assessments, missing or incomplete homework will not significantly harm their grade
If a student wishes to re-do a homework assignment or class work to improve their grade, they can stay inside during recess to work on it. This will be a decision based on the situation and the students ability to discuss the issue with me directly.
Behavior Policy
In our classroom, behavior expectations are designed to create a safe, respectful, and productive learning environment where all students can thrive. Accountability is a key part of helping students learn from their choices, develop self-control, and take responsibility for their actions. Mistakes are opportunities for growth, and clear, consistent expectations help students make better choices over time.
Students are expected to:
Show Respect – to classmates, teachers, materials, and themselves.
Be Responsible – complete work on time, follow directions, and take care of personal and school property.
Stay Safe – use kind words, keep hands and feet to themselves, and make choices that keep everyone safe.
Stay Engaged – participate actively, listen when others are speaking, and stay on task.
Students are responsible for their own actions and the impact they have on others.
Behavior is addressed calmly, consistently, and in a way that helps students understand their choices
Positive behavior will be recognized through praise, classroom rewards, and leadership opportunities.
Negative behavior will be addressed through a structured 3-Strike System to provide clear boundaries and multiple chances for correction before consequences escalate.
Strike 1 – Warning and Reflection
Teacher Action: Student receives a verbal warning, and the behavior is documented.
Student Action: The student is reminded of the rule they broke and given a chance to correct it immediately.
Purpose: Give the student an opportunity to self-correct without a penalty, reinforcing self-awareness and accountability.
Strike 2 – Teacher Conference and Classroom Consequence
Teacher Action: Student meets briefly with the teacher (during an appropriate time) to discuss the behavior and possible solutions.
Student Action: Completes a short behavior reflection form explaining what happened, why it was a problem, and how they plan to improve.
Possible Consequences: Loss of 5–10 minutes of recess, a change of seat, or temporary removal from group activity.
Purpose: Ensure the student takes ownership by reflecting on the behavior and making a specific plan to do better.
Strike 3 – Parent Contact and Larger Consequence
Teacher Action: Parent/guardian is contacted via phone call or email.
Student Action: May be assigned a longer reflection activity, a behavior contract, or a meeting with the school counselor/administrator depending on the situation.
Possible Consequences: Loss of full recess, in-class isolation, or other school-approved consequences.
Purpose: Involve parents in supporting the student’s behavior change and reinforce that repeated misbehavior has lasting consequences.
Any behavior that is dangerous, severely disrespectful, or significantly disrupts the learning environment may bypass the 3-strike system and result in immediate administrative involvement.
Students who consistently meet or exceed expectations will be recognized through:
Verbal praise and positive notes home.
Class-wide incentives (extra recess, games, special privileges).
Individual rewards such as “Student of the Week” or classroom jobs with added responsibility.
By holding students accountable in a fair and consistent way, they learn:
That their choices have consequences—both positive and negative.
That they have the power to change their behavior through better decision-making.
That respectful, responsible behavior creates a better learning environment for everyone.