CORPUS CHRISTI INDEPENDENT SCHOOL DISTRICT
Early Childhood Development Center
GRADING GUIDELINES The purpose of grades is to communicate to parents/guardians the progress and academic achievement of a student toward mastery of the Texas Essential Knowledge and Skills. Report cards and progress reports serve as written notice to a parent/guardian of a student’s current level of achievement in each class, subject or course during a specified period of time. Grades are not indicators of disciplinary action or non-academic performance. The District requires a combined use of the following grading practices: Multiple measures (more than one type of assessment to examine the same kind of knowledge as well as more than one assessment to evaluate learning of the same body of knowledge). Use of defined performance criteria including Rubrics, for which student responses, products, or performances are evaluated to ensure consistency in scoring and clarity of student performance expectations. Continuous and timely feedback on assessments. GRADING GUIDELINES 1. Grades entered in the teacher’s gradebook and report card grades will reflect progress toward and achievement of knowledge and skills as outlined in the TEKS. Teachers shall enter grades into Teacher Access Center, the District’s electronic gradebook on a weekly basis for Interim Progress Reports and CCISD Connect updates. 2. A minimum of six (6) separate grades during a six-week reporting period must be recorded for each subject area in Math, Reading/Language Arts, Science and Social Studies. Numerical scores on a scale from 0-100 will be used to evaluate student progress in academic subjects. An average of one grade for each class shall be recorded weekly in the District’s electronic gradebook. a. Students in grades 1 through 5 shall receive a non-numerical rating of “S” (Satisfactory-Student consistently does well in academic work and physical skills), “I” (Improvement NeededStudent’s progress is inconsistent and needs improvement), or “U” (Unsatisfactory-Student’s performance is poor and needs improvement) in the following subject areas: Health, Fine Arts, P.E./Motor Development, Citizenship, Handwriting, and Spanish. Students in grade 6 receive a numerical grade for PE, Music, and Art. b. CITIZENSHIP (Personal and Social Development) GRADE: Student citizenship (or personal and social development), reported in each grading period, is evaluated by the teacher and reported as “S” (Satisfactory); “I” (Improvement Needed); or “U” (Unsatisfactory). Criteria for the citizenship grade includes: completes all homework in allotted time, observes classroom rules, respects people and property, assumes responsibility, listens attentively, and practices self-discipline. Citizenship grades will be considered when determining citizenship recognitions awarded at assemblies.
Principal-Dr. Criselda I. Castillo
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3. Six weeks grades are determined by means of simple averaging. No single recorded grade will be weighted more than 25 percent of the final grade for any reporting period. The teacher of record will determine the final yearly grade by averaging together the final grades for each reporting period. The teacher shall request a parent/teacher conference when a student is not achieving progress toward or achievement of the TEKS. EIA (Local) Grade changes are the responsibility of the teacher of record. When grades are determined to be mathematically incorrect, the principal shall direct the teacher to adjust the grade, and the classroom teacher will make the necessary adjustments to correct any discrepancies or errors in scoring. EIA (Local) If a teacher is going to change a grade already published on a report card, a “Change of Grade” form must be completed by the teacher of record, approved by the campus principal, and kept on file in the front office. 4. Teachers shall not impose a grade penalty for students whose attendance drops below 90 percent of the days the class is offered. Students who do not meet the attendance requirement and are not granted extenuating circumstances by the campus attendance committee (FEC LOCAL) are to be denied credit; however the final grade earned by the student shall not be altered. For students not enrolled in credit earning courses and whose attendance drops below 90 percent alternatives to retention may be considered by the campus attendance committee. 5. A student may be permitted a reasonable opportunity (3 days) to redo an assignment or retake a test within the grading period for which the student received a failing grade. The teacher in collaboration with the campus principal shall define the opportunity, timeframe, and grade to be awarded. MAKE-UP WORK (Related to absence) Students will have one day for each day’s absence to complete make-up work. A student shall be subject to a grade reduction not to exceed 20 percent on each make-up activity and/or test if the student’s absence is due to reason not included on the approved list of extenuating circumstances. EIAB (LOCAL) Refer to the CCISD Student Handbook 2016-2017. An absence is not excused unless the parent/guardian provides a written excuse within three (3) days of the absence that clearly notes the date(s) missed and the reason(s) for the absence. Teachers will make every effort to ensure sufficient time is provided for a student to make up any work missed due to absences (1 day per day absent). Student shall receive a grade of zero for any assignment or test not made up within the allotted time. EIAB (Local) Teachers shall not impose a grade penalty for make-up work after an absence due to suspension. EIAB (Local) Student shall be permitted to take tests administered in any class missed because of absence. EIAB (Local)
Principal-Dr. Criselda I. Castillo
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LATE WORK (Not related to absence) Daily assignments are due at the end of each school day and will be graded according to the work completed. Some assignments may extend over a period of several days/weeks. Any assignment that is not turned in when it is due is considered late. The teacher in collaboration with the campus principal shall define the timeframe and penalty for submitting late work. ACADEMIC DISHONESTY A student found to have engaged in academic dishonesty shall be subject to grade penalties on assignments or tests as well as disciplinary penalties in accordance with the Student Code of Conduct. EIA (Local) PROGRESS REPORTS Grades 1-6: A three-week progress report for a six- week’s grading period for students who are failing (69 or below) or borderline (70-72) in an academic subject(s) will be sent home along with information indicating tutorial times and objectives. CRITERIA FOR PROMOTION Students are promoted/awarded credit based upon the following: 1. Grades 1, 2, and 3- A final grade of 70 or above in each of the following: language arts, reading, and mathematics. 2. Grades 4 and 5 – A final grade of 70 or above in each of the following: language arts, reading, mathematics, science, and social studies. 3. Grade 6 - A final grade of 70 or above in each of the following: language arts, reading, mathematics, science, social studies, and a composite average of 70 or above in all courses taken. 4. Grades 3-6 Texas Assessment Program - A student who fails any STAAR assessment must receive accelerated instruction in the applicable subject area which may include instruction outside of normal operating hours. Student Success Initiative (SSI) and Grade Placement Committee (GPC) A student in grade 5 who fails the state-mandated assessments in reading and/or mathematics and who is promoted to the next grade level must complete the required Accelerated Instruction Plan (AIP) as a condition of promotion by the GPC and must be assigned a teacher in the next grade level who meets state and federal qualifications to teach the subject in which the student failed. AIPs will be developed through collaboration with the student, teacher, school administrator and parent/guardian. For those students that fail to meet the grade level promotion requirements, summer school will be available; however, the ECDC does not provide on-site summer school. Those ECDC students that qualify for summer school will attend summer school at the designated neighborhood school. ADDITIONAL GRADING INFORMATION PreK-3 Grading Guidelines for 2016-2017 will include a report card per semester based on the Pre-Kindergarten Curriculum Guidelines and the Texas Essential Knowledge and Skills (TEKS). Participation in home/school projects and/or activities throughout the school year will be required and strongly encouraged. Progress will be communicated and reviewed throughout the year with parents.
Principal-Dr. Criselda I. Castillo
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PreK-4 Grading Guidelines for 2016-2017 will include a report card per semester based on the Pre-Kindergarten Curriculum Guidelines and the Texas Essential Knowledge and Skills (TEKS). Participation in home/school projects and/or activities throughout the school year will be required and strongly encouraged. Progress will be communicated and reviewed throughout the year with parents. Students in PK4 will earn a Citizenship/Personal Development non-numerical grade of “S” (Satisfactory) or “I” (Improvement Needed) in January and June. Kinder Grading Guidelines for 2016-2017 will include a report card every six weeks based on the Texas Essential Knowledge and Skills. Participation in home/school projects and/or activities throughout the school year will be required and strongly encouraged. Progress will be communicated and reviewed throughout the year with parents. Kindergarten students will receive a district developed checklist at the end of every reporting period. LANGUAGE ASSESSMENT Students in grades PreK through 6 will participate in a formal evaluation of language development in English and Spanish to be completed by May 2017. SPECIAL EDUCATION Special education students will be graded based on the progress toward completion of the Individual Education Plan (IEP), goal achievement of the Texas Essential Knowledge and Skills (TEKS) as deemed appropriate by the IEP committee. Modifications for awarding grades will be determined by the IEP Committee and will be included in the student’s IEP. Each teacher who provides instruction to a student with disabilities will receive relevant sections of the student’s current IEP and each teacher will be informed of specific responsibilities related to implementing IEP such as goals, and benchmarks, and of needed accommodations, modifications, and supports for the child. Unless, indicated by the student’s IEP, special education students maintain the same grade average requirements as regular education students for promotion and retention. GRADE CONCERNS Students and/or parents who would like to protest a grade received by the student and feel that the grade does not represent the policies in accordance with the District/Campus Grading Guidelines shall discuss the concern with the classroom teacher. Any concerns not resolved may be presented to the campus principal for further determination. Upon review of the concerns and documentation by each party, the principal shall make the final determination in accordance with the District/Campus Grading Guidelines. EIA (Local) COMMUNICATION PLAN The ECDC will ensure that the District and Campus Grading Guidelines are understood by all stakeholders (teachers, students, and parents) by communicating, discussing, and reviewing the policies at the beginning of the school year and twice yearly, thereafter. The ECDC website will maintain current information pertaining to the Grading Guidelines. The ECDC Campus Grading Guidelines will be on file in the school office and campus library. Approved by the CAT on 8/25/16.
Principal-Dr. Criselda I. Castillo
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