PS 091 The Albany Avenue School

P.S. 091 Grading Policy

 

Essential Questions:

Are the grades our student receive consistent within and across grades?  Are the grades fair?  Are they accurate reflections of their achievement?

 

Rationale:

·      An effective grading policy improves communication among all stakeholders (i.e. parents, students, other teachers, guidance counselors) and diagnoses student weaknesses early and accurately so that students receive the help they need.

 

·      An effective grading practice uses a combination of formative and summative assessments and reflects students achievements in reference to the Next Generation Learning Standards (NGLS).

 

·      Every student will have the opportunity to earn grades that reflects his/her ability to demonstrate learning outcomes and be graded only in accordance with their achievement on materials or information based on specified learning outcomes and the school’s curricula.

 

Procedures:

1.     Evaluation of students should be made based upon careful analysis of the development of the student over the entire period for which he/she is being rated.

2.     Teachers must be able to justify grades and statements.  Teachers will  provide an accurate evaluation of student progress to date; considering how students are progressing toward meeting the standards for the grade.  Factors to be used when considering grading are: Class work, homework, assessments and attendance.

Class work: 50% ( including but not limited to)

Class participation

Classroom assignments – written or oral

Projects

Student work

Home work 5%

Completion of reading logs for independent reading

Assignments in other areas - Mathematics,Language Arts, Writing, Science and Social Studies

Assessments 40% (including but not limit to)

NewYork State (NYS) ELA and Math examinations (Grades 3-5)

Running records

I-Ready Diagnostics in both ELA and Math.

Acadience

MAP assessments in ELA grades 3-5 and Math K-5.

End of unit tests in Reading

Pre and Post Math Chapter tests

Perfomance tasks in Math and ELA

Teacher-made test

On Demand Writing – Pre and Post writing assessments

Bi-weekly Science and Social Studies tests

Rubric based comments provide students with feedback to improve their performance.

Attendance 5%-

Students who have excused absences will not be penalized and must be give the opportunity to make up assignments.

3.     Comments would capture student’s progress based on concrete examples of student performance and a suggestion for next steps/improvement to support student achievement.

4.     Absences and lateness will be computed by ATS .

 

Report Cards/Progress Reports for Students in Grades K-5

·         Report Cards will be distributed in November, March and June.

·         Progress Reports will be distributed in January and May.

·         Parent-teacher  conferences occur in September, November, March and May. 

·         Progress reports are distributed to students in Grades K- 5 in October and May.

 

Progress Reports for Students in Pre-Kindergarten

Pre-K will receive progress reports 3 times a year. These reports will not have a level or percentage, but will indicate (N) for Not Yet, (IP) for In Progress, (P) for Proficient and (DNO) for Did Not Observe.  Teachers will use the benchmarks from the NYS Pre-Kindergarten Learning Standards.

 

Grades K-5 Reporting

·       The report card is divided into subject areas as well as social behaviors.

·       The report card uses a scale of 1-4 to indicate progress on the grade level.

·       Teachers will maintain a record of each student’s work, progress and attendance daily.

·       The final report card will be an overall average of student performance throughout the school year

·        Teachers will identify “Student of the Month” based on academic progress.

·        Performance Level:

§  L Level 4 = Exceeds Grade Level Expectations

§  L Level 3 = Meets Grade Level Expectations

§  L Level 2 = Approaches Grade Level Expectations

§  L Level 1 = Below Grade Level Expectations

 

 

 

 

 

 

 

 

Special Education Students

 

v Federal Law requires that an Individualized Education Program ( IEP) be developed for all students who receive special education and related services. Special Education students will be graded in the same manner as General Education Students, but their promotion will be based on criteria set forth in their IEP.

 

ESL Students

 

v Title III of the NO Child Left Behind Act of 2001 requires that English Language Learners attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging content and standards as all children are expected to meet. ENL students will be graded in the manner as all other students.

 

 

*Please refer to the Report Card Guide aligned to Fountas & Pinnell (F&P) gradient to assist you in determining your students’ reading progress.  It is aligned to our school’s grading policy for each marking period throughout the school year.