LYFORD CONSOLIDATED INDEPENDENT SCHOOL DISTRICT. Secondary Grading Guidelines

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1 LYFORD CONSOLIDATED INDEPENDENT SCHOOL DISTRICT Secondary Grading Guidelines

2 LYFORD CONSOLIDATED INDEPENDENT SCHOOL DISTRICT School Board Trustees Alison Busse-Savage Priscilla M. Garcia-Lopez Viola Vela Cruz Salinas Marina Quilantan-Rivera Arnold Cortez Joey Mendoza President Vice-President Secretary Trustee Trustee Trustee Trustee Superintendent Eduardo Infante Curriculum & Instruction Director Kristin Brown Campus Administrators Lyford Middle School Jose J. Escamilla, Principal Angela Guerra, Assistant Principal Beatriz Martinez, Ins. Facilitator Lyford High School Veronica Sanches, Principal Veronica Silva, Assistant Principal Thelma Martinez, Ins. Facilitator Lyford CISD does not discriminate on the basis of race, religion, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance with Title IV of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, as amended. The following district staff members have been designated to coordinate compliance with these requirements: Rolando Flores, Title IX Veronica Lerma, 504 Coordinator

3 Table of Contents Page Number Mission and Vision 3 Introduction 4 Absence 4 Make Up Assignment 4 Make Up Test 4 Suspension 5 Unexcused Absence 5 Academic Dishonesty 5 Attendance for Final Grade 5 Credit Recovery and Acceleration Program 5 Daily Assignments 6 Disciplinary Alternative Education Program (DAEP) 6 Enrichment 6 Explanation of Grades 6 Extra Credit 7 Grade Requirements 7 Homework 7 Incomplete Assignments 8 Late Assignments 8 Mock Assessments 8 Parent Portal 8 Parent-Teacher Communication 9 Posting of Grades 9 Partial Credit 10 Progress Reports 10 Promotion, Retention and Placement 10 Report Cards 10 Re-Teaching 11 Retention 11 Retaking a Test/Redo an Assignment 11 Rubrics 11 Six Weeks Exams 12 Summer School 12 Suspension 12 Test Grades 12 Transfer Grades 12 Tutoring 12 2

4 LYFORD CONSOLIDATED INDEPENDENT SCHOOL DISTRICT MISSION Lyford CISD, as a caring, people-oriented educational family, is committed to graduate wellrounded, well-educated, responsible citizens who are productive contributors in a global society through challenging educational experiences in collaboration with parents and the community. VISION Our Students Are technology literate, culturally aware and multi-lingual global citizens Are ethically responsible, risk-taking leaders Are self-directed learners who use their determination and critical thinking skills to succeed in their career choices Our Supporting Environment Our School Board and District Central Office Promote continuous improvement by providing real world training opportunities for teachers, staff and parents Provide supportive leadership by providing adequate resources and curriculum structure to achieve student success Are individuals of integrity as demonstrated through their personal conduct that is a model of high ethical standards Demonstrate openness to emerging innovations by encouraging creativity and fostering a climate of discovery Our Community Understands the global society through utilization of technology and appreciation of cultural diversity Models and promotes leadership through consistent and effective involvement in school, civic and church programs Our Learning Environment Our Campuses and Classrooms Are instructionally diverse using cutting edge technologies that maximize student engagement and promotes critical thinking skills Are aligned with current assessment methods that are project based Are a family oriented environment with clear expectations for learning and providing the safe use of technology Are highly motivated and sensitive to students emotional and academic needs 3

5 Introduction The Lyford Consolidated Independent School District strives to provide a consistent and effective educational foundation for students with clear expectations for instructional, grading and reporting components. These guidelines shall ensure that grading reflects a student s relative mastery of an assignment and that a sufficient number of grades are taken to support the grade average assigned [See policy EIA (LOCAL)]. Therefore, the Lyford CISD Grading Guidelines were developed with the intention of providing students the opportunity to: Master the Texas Essential Knowledge and Skills as set by the state for each subject area and grade level through rigorous instruction; Assess student performance with a variety of practices/methods, such as: written tests, daily work, homework, projects, classroom participation, teacher observations, cooperative grouping assignments, assessments; and Maintain open lines of communication between the school and the parents. These Grading Guidelines are a general guide and must be utilized in conjunction with board policy. Please be aware that this is not a complete statement of all policies, procedures, or rules that may be applicable in a given circumstance. In case of conflict between board policy and any provisions of these guidelines, the current provisions of board policy are to be followed. Also, please be aware that the handbook is updated yearly, while policy adoption and revision may occur throughout the year. Changes in policy or other rules that affect Grading Guidelines will be made available to students and parents through newsletters or other communications. The district reserves the right to modify provisions of the Grading Guidelines at any time, whenever it is deemed necessary. Notice of any revision or modification will be given as is reasonably practical under the circumstances. If you or your child has questions about any of the material in this handbook, please contact a teacher, the counselor, or the principal. Absence Students shall be expected to make up assignments and tests after absences. Students shall receive a zero for any assignment or test not made up within the allotted time [See policy EIAB (LOCAL)]. Make-Up Assignment: For any class missed, the teacher may assign the student make-up work based on the instructional objectives for the subject or course and the needs of the individual student in mastering the essential knowledge and skills or in meeting subject or course requirements. A student shall be responsible for obtaining and completing the make-up work in a satisfactory manner. The missed assignments shall be made up within a time period equal to the number of days that the student was absent, exclusive of the day on which the student was given the assignment(s) [See policy EIAB (LOCAL)]. A student who does not make up assigned work within the time allotted will receive a grade of zero for the assignment. Make-Up Test: Students shall be permitted to take tests administered in any class missed because of absence [See policy EIAB (LOCAL)]. A student will be permitted to make up tests and to turn in projects due in any class missed because of absence. Teachers may assign a late penalty to any long-term project in accordance 4

6 with time lines approved by the principal and previously communicated to students. Students absent on a known test day will be expected to take a test upon return. If any student has been absent the day prior to an announced test and if no new material has been covered, the student will be expected to take the test at the regularly scheduled time. If the student has been absent two or more days, the teacher will schedule the test at the first available date and give the student proper notice. Suspension: The District shall not impose a grade penalty for make-up work after an absence because of suspension [See policy EIAB (LOCAL)]. Unexcused Absences: The grade for make up work after an unexcused absence shall be no higher than 70 percent [See policy EIAB (Local)]. For additional information please refer to the LCISD Student Handbook. Academic Dishonesty Students found to have engaged in academic dishonesty shall be subject to grade penalties on assignments or tests and disciplinary penalties in accordance with the Student Code of Conduct. Academic dishonesty includes cheating or copying the work of another student, plagiarism, and unauthorized communication between students during an examination. The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or another supervising professional employee, taking into consideration written materials, observation, or information from students [See policy EIA (LOCAL)]. 1st Offense grade no higher than a 50 with the opportunity to retest/redo assignment. 2nd Offense and more - grade of 0 with NO opportunity to retest/redo assignment. Attendance For Final Grade When a student s attendance drops below 90 percent but remains at least at 75 percent of the days the class is offered, the student may earn credit for the class or a final grade by completing a plan approved by the principal. This plan must provide for the student to meet the instructional requirements of the class as determined by the principal. If the student fails to successfully complete the plan, or when a student s attendance drops below 75 percent of the days the class is offered, the student, parent, or representative may request award of credit or a final grade by submitting a written petition to the appropriate attendance committee. Students who have lost credit or have not received a final grade because of excessive absences may regain credit or be awarded a final grade by fulfilling the requirements established by the attendance committee [See policy FEC (LOCAL)]. For additional information please refer to the LCISD Student Handbook. Credit Recovery And Acceleration Program Students at Lyford Middle or High School requiring credit for courses previously failed or 5

7 wanting to obtain credit for accelerated instruction will be permitted to do so through the use of campus provided software. Students and parents must meet with a campus administrator and a counselor to develop a plan of action for graduation purposes. Courses taken for credit recovery will result in a grade no higher than 70. If the student is taking the course for accelerated instruction purposes the student will receive the grade they earn in the online course, however, this grade will not be calculated into the student s GPA. Daily Assignment Daily assignments include: quizzes, class assignments, homework assignments, journal entries, student participation, short essay, short answer, vocabulary, notes, lab reports, oral response and class activities (group work), and similar assignments. Participation grades may be included as a daily grade once per three-week period. Only one homework grade may be included as a daily assignment per six weeks. Class assignments that were not completed during class but are taken home for completion are not considered homework assignments. Daily grades will be assignments that can be completed in 1-2 class periods. Lab reports, journals, class activities, oral response grades will be collected utilizing a systemic method outlined in the teacher s classroom guidelines. Disciplinary Alternative Education Program (DAEP) The District shall offer a student removed to a disciplinary alternative education program (DAEP) an opportunity to complete a foundation curriculum course in which the student was enrolled at the time of removal, before the beginning of the next school year, through any method available, including a correspondence course, another distance learning, or summer school. The district will not charge the student for any method of completion provided by the district [See policy FOCA (LEGAL)]. Students placed in DAEP will be responsible for all assignments/assessments provided by their regular education teacher. Student assignments will not be reduced due to their placement in DAEP. Enrichment Enrichment activities should expand upon the ideas presented in the traditional curriculum. Activities should be designed to extend skills (i.e. logical thinking, strategic reasoning, estimation, mental arithmetic, problem solving, games that require strategies or higher level thinking skills, and independent research project). Enrichment activities can be provided through the use of learning centers, grouping within the classroom, whole class projects, and individualized programs. Explanation of Grades 6 th grade 12 th grade teachers will utilize numerical grades to reflect student mastery level of content. All grades are based on a 100% scale. Defining progress as movement toward mastery of the TEKS as required by the laws of the State of Texas, the following grading scale applies: 6 th 12 th grade

8 Extra Credit Extra credit, if offered, will be universally available to all students enrolled in the course. Finality Of Grade An examination or course grade issued by a classroom teacher is final and may not be changed unless the grade is arbitrary, erroneous, or not consistent with the District grading policy applicable to the grade, as determined by the Board. A determination by the Board is not subject to appeal [See policy EIA (LEGAL)]. This subsection does not prohibit an appeal related to a student s eligibility to participate in extracurricular activities under Education Code Grade Requirements Grades collected and reported must be in compliance with the following: 1. The classroom teacher will assign a grade that reflects the student s mastery of taught TEKS. 2. The classroom teacher will collect and report the required minimum grades, and 3. The classroom teacher will comply with policy EIA (LOCAL) regarding opportunities to retest or redo an assignment. 4. The classroom teacher will ensure all grades are reflective of accommodations listed as part of an IEP or 504 plan. Classroom grading procedures for each grade level or course will be communicated to students by the classroom teacher at the beginning of the school year or upon entering a course. These classroom guidelines will be reviewed and approved by the campus principal. Procedures for a student to follow after an absence will also be addressed. Classroom guidelines are to be universally agreed upon by grade level/subject area teachers to provide consistency between classrooms. Grades will be based on daily class work, assignments (homework, etc.), quizzes, major tests, and teacher observation as outlined in this document. If teacher observation is used, a rubric must be developed to base the grade for the observation and provided to the student and parent at the beginning of the school year. The campus administrator will monitor that there is representation of a variety of sources for grades. Grades for test and/or daily work may not be doubled. One assignment may be subject to more than one grade, if the grade depicts more than one specific skill that is being evaluated. In such cases, a rubric must be created and provided to the students when the assignment is assigned. Homework Homework will be used to enrich or reinforce topics covered in class and should satisfy at least one of the following objectives: Provide a drill that helps the student practice the basic skills of a subject that has been previously taught in class. Give the student practice and extension of concepts learned in class. Develop effective study methods. Assist the student prepare for classroom work. Allow the student to make up work after an absence. 7

9 Provide a means of re-teaching essential knowledge and skills. Serve as one daily grade per six weeks. Assignments must implement Individual Education Plan (IEP) in all areas specified by ARD, Section 504, etc. The following recommended homework guideline is total time for all subject areas NOT per subject area: 6 th 8 th (60 minutes), 9 th 12 th (90 minutes*) * All Pre-AP and AP courses are taught on college level. Students may be required to spend one to two hours per night on homework (per Pre-AP or AP class), in addition to either coursework from other classes. Incomplete Assignments A student with an Incomplete (I) grade is ineligible for UIL until the incomplete is replaced with a passing grade provided: (1) the incomplete was due to an excused absence, (2) the work was made up within a week of the student s return to class. The student, who retains an incomplete after a week elapses, shall not regain eligibility until seven calendar days after the next grading period, or after the next three- week grade evaluation period. All incomplete grades due to excused absences with the exception of UIL purposes must be completed prior to the end of the third week of the following six weeks or the missing work will be given zero credit and averaged with other work. Incompletes will not be assigned for report card purposed without prior approval from the campus principal. Late Assignment Teachers may deduct 10 points for late penalty to any assignment/project turned in after the due date in accordance with previously established classroom grading procedures approved by the principal and disseminated to students. Mock Assessments A mock assessment is a district-required assessment designed to prepare students for a corresponding state-administered assessment instrument. Mock assessments will be administered no more than twice a year. Mock assessments may assess both taught and non-taught material in order to evaluate the student s preparedness for the state assessment. Assessment results may be shared with parents. Assessment data will be analyzed by teacher, department, and campus in order to guide the implementation of intensive targeted interventions. Campus principals will set guidelines for this analysis. With the prior approval of the campus principal, teachers may utilize a portion of the mock test (taught TEKS only) as a six weeks exam. Parent Portal Parents/guardians have access to student progress information through the student/parent grade book portal. The student/parent grade-book portal displays progress report averages, report card averages, and individual assignment grades in the teacher grade book. Grades shall be inputted no later than 48 hours after assignments are due. Parents/guardians may contact the school for access information. Lyford Middle School Lyford High School

10 Parent Teacher Communication In addition to conferences scheduled on the campus calendar, conferences may be requested by a teacher or parent as needed. EIA (LOCAL) Posting of Grades Grades shall be inputted no later than 48 hours after assignments are due with the exception of projects and papers which may require an extended period of time. The number of grades to be posted by each reporting period is cumulative. These are the minimum required number of grades to be posted by each reporting period. All test grades shall be weighted equally under test assignments. Each grade book posting will include the due date of the assignment, date assigned and brief description. Teacher must implement IEP in all areas as specified by ARD. Minimum Grade Requirements 6th 12th Progress Report Daily Grades Test Grades Daily Grades Report Card Test Grades Six Weeks Exam ELAR Math Science Social Studies Physical Education Electives/CTE ELAR Grades are expected to reflect all components of the ELAR TEKS for each grade level. This includes: Reading: students read and understand a wide variety of literary and informational texts; Writing: students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research: students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking: students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions: students learn how to use the oral and written conventions of the English language in speaking and writing. Physical Education: grades will be based on participation, performance, assessments, and adherence to practice uniform requirements outlined in the classroom grading procedures. Athletics: grades will be based on participation, performance, assessments, and adherence to practice uniform requirements as specified by the Athletics Handbook. 9

11 Band grades will be based on participation and in-class assessments. Dual Enrollment courses will adhere to college requirements. Parents and students will be notified of requirements through the class syllabus. Pre-AP/AP courses are required to follow the same minimum number of grades as all other classes. The students in these classes must meet additional criteria as outlined in the Student Handbook. For questions, please contact the Pre-AP/AP Teacher, Counselor or Campus Administrator. Determining 6-week grade Daily work (includes homework) 30% Major projects & assessments 50% End of 6-weeks test 20%Six weeks grade 100% Partial Credit In accordance with the District s local policy, a student who is able to successfully complete only one semester of a two-semester course can be awarded credit proportionately. EI (LEGAL) When a student earns a passing grade in only one semester of a two-semester course and the combined grade for the two semesters is lower than 70, the district shall award the student credit for the semester with the passing grade. The student shall be required to retake only the semester in which he or she earned the failing grade. Progress Reports At the end of the first three weeks of each grading period, parents will be given a hard copy of their child s progress report. This notice must provide for the signature of the parent and must be returned to the district [See policy EIA (LEGAL)]. Parent-Teacher conferences may be requested by the teacher or parent as needed throughout the school year. If the student receives a grade lower than 70 in any class or subject at the end of a grading period, the parent will be requested to schedule a conference with the teacher of that class or subject. Promotion, Retention and Placement Promotion to the next grade level shall be based on an overall average of 70 on a scale of 100 based on course-level, grade-level standards (essential knowledge and skills) for all subject areas and a grade of 70 or above in language arts, mathematics, science, and social studies. Grade level advancement for students in grades 9-12 shall be earned by course credit [See policy EIE (LOCAL)]. For additional information please refer to the LCISD Student Handbook. Report Cards At the end of each six-week grading period, parents will be given a hard copy of their child s report card. This notice must provide for the signature of the parent and must be returned to the district [See policy EIA (LEGAL)]. Parent-Teacher conferences may be requested by the teacher or parent as needed. Report cards with each student s grades or performance and absences in each class or subject are 10

12 issued to parents every six weeks. Generally, report cards will be sent home by Thursday after the close of the grading period. Teachers are encouraged to include comments on report cards. Comments should be positive, supportive, and constructive. The report card will state whether tutorials are required for a student who receives a grade lower than 70 in a class or subject. Specific concerns shall be dealt with by means of conferences. Report cards must be signed by the parent and returned to the school within 3 days. Re-Teaching Re-teaching is defined as another presentation of content, usually to provide an additional opportunity for a student to learn. Re-teaching may vary from subject to subject, class to class, teacher to teacher, and student to student. Re-teaching will occur in any area where a student has not demonstrated mastery. Re-teaching may involve the simple act of repeating the concept to the students or it could require the use of different materials, such as: manipulatives, the inductive approach, deductive approach, and so forth. The main goal is for the student to gain a new and better understanding of the concept. Re-teaching should be part of the planning process. As the teacher plans for their instruction, part of the planning process should include the preparation of alternative activities or instructional strategies to be utilized for students that are struggling with the concept or skill instruction. Planning for re-teaching shall be documented in the teacher s lesson plans, as appropriate. Re-teaching must be accomplished with a different instructional strategy from the original presentation, such as: peer tutoring, tutoring, or structured group activities. Re-teaching is required for an entire class when the results from an assignment show that more than 40% of the students failed the assignment. The teacher will be required to allow students the opportunity to redo an assignment after re-teaching is complete. This is a minimum requirement. [See policy EIA (Local)]. Retention Mastery of the skills necessary for success at the next level shall be validated by assessments that may either be incorporated into units or final exams, or may be administered separately. Mastery of at least 70% of the objectives shall be required [See policy (EIE Local)]. For additional information please refer to the LCISD Student Handbook. Retaking a Test/Redoing an Assignment The District shall permit a student who meets the criteria detailed in the grading guidelines a reasonable opportunity to redo an assignment or retake a test for which the student received a failing grade [See policy EIA (Local)]. In the case of non-mastery on a test or assignment the district shall permit the student an opportunity for retest/redo an assignment within a 5-day period, except under extenuating circumstances that are approved in writing by the principal. Retesting will be scheduled at the discretion of the teacher and will require a student to attend a tutorial session prior to retesting. Retests can be given before, during or after school. For students who retest/redo an assignment and score below 70 the grade recorded will be the higher of the two grades. The highest score that can be earned on a retest/redo of an assignment is a 70. Six Weeks assessments and Mock 11

13 exams DO NOT qualify for retesting. Rubrics Rubrics must be provided to the student when a project is assigned. The evaluation of projects must adhere to the rubric that was created and provided to the student. Six Weeks Exam Six Weeks exam will be administered throughout the school year to assess the attainment of TEKS, as they are taught. Six weeks exam will only assess TEKS that have been taught prior to the assessment date and should correspond to campus and state assessment criteria. Six weeks exams are limited to a single class period. A concept based study guide must be provided to students prior to the scheduled six weeks exam. Assessment data will be analyzed by teacher, department, and campus in order to guide the implementation of intensive intentional interventions. Campus principals will set guidelines for this analysis. Summer School Students who are not successful in meeting requirements for promotion shall be offered, if funds permit, summer school options, such as:! Bilingual instruction for Limited English Proficient students in Pre-K and Kinder.! Credit Recovery for students not promoted to the next grade level.! Accelerated Summer Program for migrant students.! Accelerated Instruction for students who did not pass one or more STAAR/EOC assessment.! Extended School Year Services for special education students, approved by ARD committee.! Enrichment programs for students who are interested in STEM activities. Suspension If a student is placed in in-school suspension (ISS) or other alternative setting, other than a DAEP, the District shall offer the student the opportunity to complete, before the beginning of the next school year, each course in which the student was enrolled at the time of removal. The district may provide the opportunity by any method available, including a correspondence course, distance learning, or summer school [See policy FO (LEGAL)]. Students placed in ISS or another setting will be responsible for all assignments/assessments provided by their regular education teacher. Student assignments will not be reduced due to their placement in ISS or another setting. The District shall not impose a grade penalty for make-up work after an absence because of suspension [See policy EIAB (LOCAL)]. Test Grades Test grades include: unit/weekly exams, research projects, labs, essays, presentations, and projects. Research projects, lab presentations and student products utilized for major exams will be completed over a series of days and the final grade will be based on a rubric. Tests will be limited in number in comparison to state assessments. Teachers will not utilize six-week tests, unit tests or any other test to conduct a mock test outside of the district assessment schedule. 12

14 Transfer of Grades Students transferring into the District shall receive the numerical grade that was earned in courses at another school. Letter grades shall be converted as follows: A + = 100 B + = 89 C + = 79 D + = 74 F = 69 A = 96 B = 86 C = 76 D = 72 A - = 90 B - = 80 C - = 75 D - = 70 Tutoring The District may provide tutorial services at District schools. If the District provides tutorial services, it shall require a student whose grade in a subject for a reporting period is lower than the equivalent of 70 on a scale of 100 to attend tutorials. The District may provide transportation services to accommodate students who are required to attend tutorials and who are eligible for regular transportation [See policy EHBC (LEGAL)]. Students who are not successfully meeting passing standards on the TEKS will be provided assistance through scheduled interventions before, during and after school hours. Parents will be notified in writing of the interventions scheduled for their child. Campuses must limit the removal of students from class for remedial tutoring or test preparation. A student may not be removed from a regularly scheduled class for remedial tutoring or test preparation if, as a result of the removal, the student would miss more than 10 percent of the school days on which the class is offered, unless the student s parent or another person standing in parental relation to the student provides to the district written consent for removal from class for such purpose. 13

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