FultonElementary School

 

These guidelines are intended to provide district-wide consistency in our grading system. Our report card includes achievement grades and standards indicators. The basis of the achievement grade is the relative performance of a child in a given grade level measured against expected knowledge and skill acquisition common to that grade level. For example:

 

Grade of A: 90-100% or comparable rubric scores	The quality of a student’s work is consistently outstanding, and the student is mastering state and district standards for the grade level.
Grade of B: 80-89% or comparable rubric scores	The quality of a student’s work is frequently above average, and the student is mastering state and district standards for the grade level.
Grade of C: 70-79% or comparable rubric scores	The quality of a student’s work is generally satisfactory, and the student is mastering and/or making significant progress towards mastering state and district standards for the grade level.
Grade of D: 60-69% or comparable rubric scores	The quality of a student’s work is frequently below average, and the student is having difficulty with mastering state and district standards for the grade level.**
Grade of F: 59% or below or comparable rubric scores	The quality of a student’s work is consistently unsatisfactory, and the student is not mastering state and district standards for the grade level.**

 

**For students working significantly below grade level, the standards for the student’s instructional level should be shared with parents.

 

Meets Standard: Student’s skill, knowledge, or behavior level is appropriate for the grade level. Scores of 4, 5 and 6 on a 6-point rubric; Scores of 3 or 4 on a 4-point rubric; Grades of A or B.

 

Progressing: Student is acquiring skill, knowledge or behaviors, but not yet meeting the grade level standard. Scores of 3’s and 4’s on a 6-point rubric; Scores of 2’s and 3’s on a 4- point rubric; Grade of C.

 

Area of Concern: Student is displaying difficulty in acquiring skills, knowledge and behaviors required to meet the grade level standard. Scores of 3 and below on a 6-point rubric; scores of 2 and below on a 4-point rubric; Grade of D.

 

Not Assessed at This Time: Student was not assessed on this standard during the quarter.

 

 

 

Note: If a student receives an AC or P standard indicator in one grading period, the teacher should indicate the student’s progress with a standard indicator in the next grading period, even if that grading period is not an assessment quarter.

GENERAL MUSIC, PHYSICAL EDUCATION, BAND

 

 

CONTENT:

Meets Standards	The student mastered most of the knowledge and skill areas assessed during the semester.
Progressing	The student mastered some of the knowledge and skill areas assessed during the semester and/or shows evidence of developing understanding or skill(s).
Area of Concern	The student was unable to master the knowledge and skill areas assessed during the semester and/or shows little evidence of developing understanding or skill(s).

 

 

BEHAVIOR AND PARTICIPATION:

Excellent	The student consistently demonstrates willing and active participation and consistently applies the Behaviors That Promote Learning (BTPL) in the classroom.
Satisfactory	The student usually demonstrates willing and active participation and is usually consistent in the application of the BTPL in the classroom.
Improving	The student is demonstrating willing and active participation on a more regular basis and is more consistent in the application of the BTPL in the classroom.
Needs Improvement	The student infrequently demonstrates willing and active participation and/or shows infrequent application of the BTPL in the classroom.
Note: These are the Behaviors That Promote Learning as they are listed in the report card:   --Actively listens and participates --Works independently --Works cooperatively --Makes good use of time --Practices self-discipline --Accepts responsibility --Completes class work as assigned --Completes homework as assigned --Is courteous and respects rules, rights, property and others

 

SPECIAL AREA GRADES:

SPECIAL NEEDS STUDENTS, SPECIAL EDUCATION, ELL, 504

 

The Individuals with Disabilities Education Act has procedural guidelines, time lines, and safeguards that ensure parent participation in programming for students with disabilities. Clear communication to parents of student skill levels and general performance is a critical part of this process. The Special Education Quarterly Progress Review and the elementary report card are important communication tools to parents and all teachers regarding specific student progress in Special Education programs.

 

Guidelines (Authority: 34 CFR Parts 300.301; 300.304 full educational goals; 300.505 Program Options "Each public agency shall take steps to ensure that its children with disabilities have available to them the variety of educational programs and services available to non-disabled children; 300.306 Non Academic Services [a] each public agency shall take steps to provide non academic and extracurricular services and activities in such a manner as is necessary to afford children with disabilities an equal opportunity for participation in those services and activities.")

 

1. Standard Chandler Unified School District grade reports will be used in reporting progress for Special Education students. No separate grade cards will be created.

 

2. Regular and Special Education teachers will collaborate in grading for Special Education students including consideration of performance on Special Education goals and objectives.

 

3. For purposes of clarifying the standards by which students with disabilities are graded:

 

· The Quarter Comments section of the report card will contain the word “Accommodations” in subjects where it applies to the student.

 

· Standard accommodations are provisions made in how a student accesses and demonstrates learning. These do not substantially change the instructional level, the content or the performance criteria. The changes are made in order to provide a student access to learning and equal opportunity to demonstrate what is known.

 

· Alternate accommodations are substantial changes in what a student is expected to learn and to demonstrate. Changes may be made in the instructional level, the content or the performance criteria. Such changes are made to provide a student with meaningful and productive learning experiences, environments and assessments based on individual needs and abilities.

 

 

 

 

4. Special Education provides a "basic floor of opportunity" for students with disabilities. This allows students to participate more equally in educational settings. Students in Special Education should not be penalized in grade reports or in recognition systems for below grade level performance and/or their need for accommodated curriculum and instruction.

 

5. To encourage good instructional practice and to avoid inappropriate grades, all teachers will receive copies of documents created at individual education program (IEP) meetings. These documents include Instructional Accommodations/General Recommendations, Goals, Short Term Objectives/Benchmarks, and IEP at a Glance.

 

6. Parents, Special Education teachers and regular education teachers should notify the Special Education department when a student in Special Education is in danger of failing grades. In that instance, Special Education staff should consider an IEP Review. This review would determine whether the student's special education program services are appropriate and meet student needs.

 

ENGLISH LANGUAGE LEARNERS

Grading Guidelines

 

Any student who is designated as an English Language Learner (ELL) based on the Arizona English Language Learner Assessment (AZELLA) qualifies for instructional and assessment accommodations and/or alternative curriculum. Alternative curriculum refers to any changes made in the instructional level, the content, supplemental instructional materials or the performance criteria. The classroom teacher should complete the Academic Accommodations for English Language Learners form attached for each ELL student. Academic and assessment accommodations are required and should be noted on the form. The original is to be filed in the student’s P.I. folder and a copy is to be retained by the classroom teacher.

 

*Following are the guidelines for English Language Learners in grades 3-6.

 

AZELLA/SELP Pre-emergent	Standards indicators are to be utilized in lieu of grades for one academic year.*
AZELLA/SELP Emergent	Students are to receive grades based on accommodations and/or alternative curriculum.**
AZELLA/SELP Basic	Students may receive grades based on accommodations and/or alternative curriculum if limited English proficient in reading and writing skills.**
AZELLA/SELP Intermediate	Students may receive grades based on accommodations and/or alternative curriculum if limited English proficient in reading and writing skills.**
AZELLA/SELP Proficient	Students will receive regular grades based on grade level curriculum in all subject areas.