At the elementary level, students receive a standards-based report card. The report cards include the identification of performance learning goals for the content areas of Math, English Language Arts, Science and Social Studies. The report card serves as a tool to communicate with parents regarding student progress toward essential learning. 

In grades K-1, students will not receive letter grades but rather be assessed on performance standards, which are important learning targets identifying key grade-level skills and concepts. In grades 2-5, a letter grade and percent will be given for Mathematics, English Language Arts, Science, and Social Studies with related performance standards identified for each content area using qualifiers. In grades 1 and 2, Science and Social Studies will be graded in report period 2 and 4. In grades 3-5, Science will be graded in every quarter. Also in grades 3-5, Social Studies will be graded in report period 2 and 4. Grades K-3 receive grades for art, music, library, PE, and CID in report period 2 and 4. Grades 4 and 5 receive grades in art, music, PE, and CID in report periods 2 and 4. All grades K-5 receive grades for Lifelong Learning Skills (Demonstrates Effort, Follow Rules and Directions, Respectful and Supportive of Others, Works Cooperatively with Students and Staff) in all four report periods. 

 

Proficiency in the content areas and effort in the related arts areas will be indicated using the following key:

 

Notes: 

At the end of the nine weeks, 60% of the grade will be made up of Reading Tests, Quizzes, Projects, Presentations; 20% of the grade will be made up of English, Writing, Grammar; 15% of the grade will be made up of Spelling; and 5% of the grade will be made up of Accelerated Reading.

 

 

If a student earns less than 50% on any graded assignment that he or she attempted to complete with legitimate effort, the grade entered into the grade book should be rounded up to 50%.  The rationale for this practice is guided by the fact that other letter grades - A, B, C and D - are broken down in increments of 10 from 60 to 100, but there is a 59-point spread between D and F, a gap that can often make it mathematically impossible for some failing students to ever catch up. When students experience low percentages and no chance of grade recovery, it can lead to behavioral and attendance concerns resulting in disengagement and significant learning loss. The adjustment to recording an F as a 50% instead of 0% is intended to encourage student performance, increase motivation and to give kids the opportunity to experience success. Any student who refuses to complete work or opts out of assignments may receive a zero grade. 

 

 

Student grades should reflect mastery of district curriculum objectives related to essential knowledge and skills. Students who receive a failing grade on a major project or assessment shall have an opportunity to receive remediation and be reassessed for mastery (smaller quizzes and in class assignments are left to the discretion of the teacher). Remediation is defined as teacher initiated instructional intervention. In order for a student to be eligible for any reassessment which could result in a possible change of the recorded grade, the following events must occur:

Please be aware that there may be instances where differentiation to the curriculum is necessary as outlined in a student’s IEP, 504 Plan and/or based on a student’s ELL status.  If a student receives accommodations aligned to his or her learning needs, the student is eligible for an identical range of points and the same range of grades.  In these instances, accommodations should be noted in the teacher’s grade book.